Mobile Game vs. Digital Text: Gameplay Boosts Situational Interest, Satisfaction, and Emotional Engagement

Abstract

The promise of game-based learning relies on the assumption that games provide more engaging learning experiences than conventional instructional methods. The effects of playing a mobile health literacy game were compared with reading digital text material on situational interest, epistemic emotions, and satisfaction. A total of 251 Finnish high- and middle-school students were assigned one of two conditions: the mobile game or digital text condition. The mobile game condition played the Antidote COVID-19 game, while the digital text condition read the same health-related content. Situational interest increased significantly more in the mobile game condition than in the digital text condition. The game also induced more surprise, enjoyment, and confusion, and less boredom than the text material. Lastly, the mobile game condition showed higher satisfaction with the learning material. These findings suggest that game-based learning is more interesting and emotionally engaging than reading digital text, evoking stronger interest and epistemic emotions relevant to learning.