GenAI-enabled educational game development: the effects of a scripted mystery role-playing game on students’ learning experience and learning outcomes in legal education

Abstract Although previous studies have shown that GenAI can support learning engagement and motivation, it remains unclear how GenAI-assisted development of offline educational games based on Scripted Mystery Role-Playing Games (SMRPG) influences students’ learning experiences and outcomes. Based on the SMRPG format, this study developed an offline educational game with the assistance of Gemini 3 Pro to explore its potential value for students’ learning outcomes and experiences in higher education contexts. A sequential explanatory mixed-methods design was employed with 84 undergraduate students majoring in law as participants. First, a randomized controlled experiment compared learning outcomes between an experimental group ( N = 42) and a control group ( N = 42). Subsequently, qualitative interviews were conducted with 24 students who participated in the game to examine their learning experiences during the gameplay process. Quantitative results showed that, after controlling for pre-test scores, the experimental group achieved significantly higher post-test scores than the control group (F(1, 81) = 105.61, p <.001, partial η² = 0.566). Qualitative findings indicate that participants described an immersive learning experience involving reasoning scenarios and role interaction in the GenAI-assisted game. This experience was associated with greater willingness to engage in learning, provided opportunities for the mobilization and application of relevant knowledge, and supported sustained motivation and reflective learning. This study provides empirical evidence on the learning experiences and learning outcomes associated with applying GenAI to develop legal educational games based on SMRPG, offering insights for future research and practice on GenAI-enabled educational game development.