Serious Games in Engineering Education: Assessing Novelty Effects and the Influence of Prior Gaming Experience

ABSTRACT This study explores the implementation of two serious Role‐Playing Game video games in engineering education, focusing on their novelty effects, impact on academic performance, and the role of prior gaming experience. Factors such as student perception of usefulness, game fun level, or motivation are considered. The games were integrated into an engineering course at the University of Cádiz (Spain) during the 2022/2023 academic year, with feedback collected from 288 students who played the first game and 252 who played the second. Results showed no significant novelty effects between new and repeating students. However, a comparison with feedback from students who had played earlier versions of the games indicated a decrease in perceived fun and overall ratings, suggesting a potential novelty effect due to prior exposure to these specific games. Despite this, motivation levels remained high, with most students reporting increased motivation and a reduction in the perceived complexity of the subject after playing. The games also positively impacted academic performance, as students who played them achieved higher scores. Additionally, general prior gaming experience did not significantly affect the games' impact, indicating their suitability for both experienced gamers and nongamers alike.