Document Type

Theses, Ph.D

Abstract

Digital Game-Based Learning (DGBL) is an active, student-centred pedagogical approach in which feedback plays a central role by informing learners’ actions, guiding decision-making and shaping motivation and engagement. Despite its importance, feedback in serious games is often described inconsistently and insufficiently in research, limiting comparability across studies and the accumulation of design knowledge, particularly for children. This thesis addresses these gaps through two complementary contributions: the development of a taxonomy for feedback design in digital serious games and the empirical evaluation of a taxonomy-informed feedback system in a mathematics game for primary school students. First, this work introduces the Taxonomy for Feedback Design in Digital Serious Games. Building on prior classifications, the taxonomy organises feedback features across multiple, non-mutually exclusive dimensions, emphasising game design and providing nuanced distinctions between feedback characteristics. While its development and evaluation demonstrate descriptive and explanatory power, usability challenges for first-time users and limitations in supporting non-instructional game genres were identified. To address these issues, supporting resources were developed, including a detailed usage guide and an interactive website. Second, the taxonomy is applied to the design of an enhanced feedback system for ‘Seven Spells’, a digital mathematics serious game used in Irish primary schools. The effects of this enhanced feedback system are evaluated through a six-session quasi experimental pre-post study, comparing an experimental group (N = 51) using the redesigned feedback system with a control group (N = 56) playing the original game version. Data sources include mathematics pre- and post-tests, standardised test scores, gameplay metrics, and player experience measured via an adapted Game Experience Questionnaire. Results show that students who received the enhanced feedback demonstrated significantly greater reductions in mathematics errors than those in the control group, both on post-tests and during gameplay, with medium-to-large effect sizes. The enhanced feedback system also reduced performance variability, particularly benefiting lower-performing students, while maintaining comparable levels of engagement, immersion, and enjoyment. Regression and interaction analyses indicate that the redesigned feedback attenuated the influence of prior mathematics ability and reading skills on outcomes, and more effectively linked in-game performance to mathematics learning.

Creative Commons License

Creative Commons Attribution-NonCommercial 4.0 International License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License

Download


Share

COinS