Validation of serious games tends to focus on evaluating their design as a whole. While this helps to assess whether a particular combination of game mechanics is successful, it provides little insight into how individual mechanics contribute or detract from a serious game's purpose or a player's game experience. This study analyses the effect of game mechanics commonly used in casual games for engagement, measured as a combination of player behaviour and reported game experience. Secondly, it examines the role of a serious game's purpose on those same measures. An experimental study was conducted with 204 participants playing several versions of a serious game to explore these points. The results show that adding additional game mechanics to a core gameplay loop did not lead to participants playing more or longer, nor did it improve their game experience. Players who were aware of the game's purpose, however, perceived the game as more beneficial, scored their game experience higher, and progressed further. The results show that game mechanics on their own do not necessarily improve engagement, while the effect of perceived value deserves further study.

Video games frequently feature 'open world' environments, designed to motivate exploration. Level design patterns are implemented to invoke curiosity and to guide player behavior. However, evidence of the efficacy of such patterns has remained theoretical. This study presents an empirical study of how level design patterns impact curiosity-driven exploration in a 3D open-world video game. 254 participants played a game in an empirical study using a between-subjects factorial design, testing 4 variables: presence or absence of patterns, goal or open-ended, nature and alien aesthetic, and assured or unassured compensation. Data collection consisted of in-game metrics and emotion word prompts as well as post-game questionnaires. Results show that design patterns invoke heightened exploration, but this effect is influenced by the presence of an explicit goal or monetary compensation. There appear to be many motivations behind exploratory behavior in games, with patterns raising expectations in players. A disposition for curiosity (i.e. 'trait curiosity') was not found to influence exploration. We interpret and discuss the impact of the conditions, individual patterns, and player motivations.

Research has found that successful game-based learning (GBL) is dependent on several factors, e.g. students, parents, teachers and educational setting. Nevertheless, many existing GBL solutions primarily consider the student. Similarly, they focus on imparting and assessing content-specific knowledge rather than encouraging students to become intrinsically motivated learners. This paper presents CURIO, an educational game kit that involves teachers as ‘game masters’. It encourages inquisitive mindsets in students and helps to structure discussions when introducing a new topic in class. It informs the teacher of students’ pre-existing knowledge so that they can better shape upcoming classes to their needs. A pilot study with a class of 25 primary school students and their homeroom teacher evaluated a prototype of CURIO. The paper concludes with guidelines learned from creating and testing CURIO that can help with the development of tools for teachers using the same design philosophy.