The Impact of Alternate Reality Game on the Environmental Cognition for University Freshmen

The application of Alternate Reality Games (ARGs) as a game-based learning tool in educational and commercial settings has been explored in various studies, particularly in regions such as the UK and Australia. Current studies have focused on utilizing ARGs to facilitate student orientation and induction. However, research in this domain is notably sparse within Chinese universities, despite the growing interest in game-based learning in China. This study employed a controlled experimental approach to assess the impact of a puzzle-oriented ARG on the campus experience of 44 students at a Chinese university. The primary objective of the ARG was to encourage comprehensive exploration of the campus and to foster integrative learning opportunities among students. Statistical analysis of the data revealed that players have experienced a knowledge-based increase in their cognition of the objective environment on campus, exhibiting stronger campus exploration behavior and a more positive attitude towards games. The results also indicate that the narrative nature of ARG may play a certain role in helping students alleviate anxiety, but further research is needed.