Scholarlink

This study examines the impact of the game space in Stories of a GeoFarmer, a digital game prototype designed to enhance cultural geography in higher education. Employing the Cybermedia Model, we analyzed student perspectives on how various game design elements influence learner engagement across four layers: representational, mechanical, material, and player. Our qualitative analysis revealed that representational elements can enhance spatial learning and cultural recognition. At the same time, game mechanics can hinder student perceptions of learning due to complexity and lack of intuitiveness. Material issues such as technical robustness affected the gameplay experience, highlighting the need for improved game functionality. However, player interaction with the game's objectives led to positive learning outcomes, illustrating the game’s potential as an effective educational tool. The findings suggest that carefully integrating educational content into game design can significantly enhance learning outcomes, particularly in cultural geography education. This study contributes to understanding serious games as versatile educational tools by underscoring the importance of spatial design as a means to maximize student perceptions towards pedagogical effectiveness.

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Examining Student Responses to Game Layers in Cultural Geography: A Study About Game Spatiality in a Role-Playing Game Design

  • 会议论文

  • 发表日期：

    2025年

查看全文
  • Lanxin Xue,
  • Eliza Pierce,
  • Soren Larsen,
  • Danielle Oprean

摘要

This study examines the impact of the game space in Stories of a GeoFarmer, a digital game prototype designed to enhance cultural geography in higher education. Employing the Cybermedia Model, we analyzed student perspectives on how various game design elements influence learner engagement across four layers: representational, mechanical, material, and player. Our qualitative analysis revealed that representational elements can enhance spatial learning and cultural recognition. At the same time, game mechanics can hinder student perceptions of learning due to complexity and lack of intuitiveness. Material issues such as technical robustness affected the gameplay experience, highlighting the need for improved game functionality. However, player interaction with the game's objectives led to positive learning outcomes, illustrating the game’s potential as an effective educational tool. The findings suggest that carefully integrating educational content into game design can significantly enhance learning outcomes, particularly in cultural geography education. This study contributes to understanding serious games as versatile educational tools by underscoring the importance of spatial design as a means to maximize student perceptions towards pedagogical effectiveness.