Relationships between Goal Clarity, Concentration and Learning Effectiveness when Playing Serious Games

Serious games are increasingly being integrated into a diverse set of courses and portrayed as a means of helping train individuals to acquire knowledge and professional skills, thereby improving the learning effectiveness. In order to design an effective serious game, academics and practitioners have studied the characteristics of game design that influence learning performance. One of key characteristics, goal clarity, is believed to be an important element for a successful serious game. Thus, we used the flow theory as a theoretical foundation to propose a conceptual model based on the flow theory proposing that the relationships among goal clarity, concentration, and learning effectiveness are moderated by the type of learning environment. In the future, this study plan to use a mixed methods evaluation methodology that incorporate both qualitative and quantitative methods to evaluate the experiment.