Effects of Game Elements on Performances in Digital Learning Games

Studies have shown that digital game-based learning (DGBL) can stimulate learners and increase motivation. However, to accomplish these goals, we must understand the role and impact of the game elements. This study aimed to examine the effects of four-game elements on players' performance: instructions and assistance, narrative, competition, and challenge. The data are based on game performances of 3,281 users during the period 2015-2020. Users played as part of their visit to 'Musa,' a multidisciplinary museum of local cultural materials in Tel-Aviv, Israel, either in 'Family' game mode or in 'Multi-player' mode. Results show that players performed better on 'Multi-player' games. In addition, players' performances improved when narrative depth was significant and the play area was smaller. Separating the data into two groups led to additional results: players in 'Family' mode performed better when the game instructions included a video, while in 'Multi-player' mode, participants performed better when a human guide was available, to some extent. The results of the study and its implications can assist educators and game designers in planning more accurate and effective learning games.