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Exploring the Impact of Free-Form and Structured Digital Games on the Player Experience of Kindergarten and Primary School Students
Abstract
The paper presents results of a study that was focused on testing the hypothesis that the levels of kindergarten and primary school students' positive emotions, engagement and positive experience will be significantly different while they play free-form and structured digital games. In the context of this study, students' emotion, engagement and experience were assessed through three corresponding questionnaires drawn from the literature. These questionnaires were completed for approx. 500 students of public kindergartens and primary schools located in Athens, Greece. From the analysis of the data collected, free-form digital games are found to lead students towards more positive emotions, higher engagement and more positive player experience. On top of that, a significant correlation is found between positive emotions, engagement and positive experience; the more positive the students' emotion while playing digital games, the higher appears to be their engagement and positive player experience.
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