A Serious Game for Learning About Water Conservation in a Science Museum Setting: An Evaluation Study

In water-scarce countries, students need to develop prosocial behaviors in relation to water conservation and sustainability. Studies that used games to develop water conservation skills for primary school students did not use digital games; they focused on formal learning settings and did not measure students’ knowledge of water conservation. The study addresses these gaps by designing and evaluating a serious game on water conservation for students in a museum setting. The study used an explanatory sequential mixed-methods design with 99 students (ages 10–12) who visited a Water Museum and played the game on tablets. The study evaluated the game’s potential effectiveness in supporting students’ learning of water conservation concepts and the game’s usability. Data sources included a pre- and post- test, a usability questionnaire, and semi-structured interviews. Results indicated statistically significant learning gains (t (98) = −11.84; p < 0.001) and a usability rating of 5.5/7 (SD = 1.39). Interviews showed that most students acquired declarative knowledge while actively participating in game activities and enjoyed playing. The study enhances our understanding of effective, engaging methods for supporting students’ learning about water conservation through games in museum settings. Design implications for serious games implemented in informal settings are drawn.