A Serious Game for Mould Prevention Education: A Comparative Study with Video-Based Learning
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| Title: | A Serious Game for Mould Prevention Education: A Comparative Study with Video-Based Learning |
|---|---|
| Language: | English |
| Authors: | Abdollah Baghaei Daemei (ORCID |
| Source: | Journal of Computer Assisted Learning. 2026 42(2). |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 24 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Educational Games, Disease Control, Prevention, Occupational Safety and Health, Game Based Learning, Video Games, Self Efficacy, Behavior Change |
| DOI: | 10.1002/jcal.70227 |
| ISSN: | 0266-4909 1365-2729 |
| Abstract: | Background: Indoor mould growth poses a significant risk to occupant health and building durability, particularly in climates with high humidity and inadequate ventilation. Traditional educational approaches often struggle to maintain learner engagement and support long-term behaviour change. Objectives: This study presents the development and evaluation of alternative game-based learning to enhance learning outcomes, user motivation, self-efficacy, task load, system usability, knowledge retention, and behavioural change compared to video-based learning. The data were collected in three stages, including pre-test, post-test, and after 4 weeks. Methods: Articulate Storyline 360 was used for developing the game. A between-subjects experimental design was conducted with 120 participants randomly assigned to either a game or video learning intervention. Results and Conclusions: Both interventions produced significant immediate knowledge gains. The serious game demonstrated superior long-term knowledge retention and higher intrinsic motivation, supported by lower perceived task load and higher system usability. Self-efficacy improved under both conditions. No significant difference in self-reported behavioural change was observed after 4 weeks. Beyond comparative performance, the study contributes a domain-specific, theory-informed serious game design for mould-prevention education. The findings indicate that interactive gameplay provides an effective and engaging approach for supporting mould-prevention learning. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1500472 |
| Database: | ERIC |
| Abstract: | Background: Indoor mould growth poses a significant risk to occupant health and building durability, particularly in climates with high humidity and inadequate ventilation. Traditional educational approaches often struggle to maintain learner engagement and support long-term behaviour change. Objectives: This study presents the development and evaluation of alternative game-based learning to enhance learning outcomes, user motivation, self-efficacy, task load, system usability, knowledge retention, and behavioural change compared to video-based learning. The data were collected in three stages, including pre-test, post-test, and after 4 weeks. Methods: Articulate Storyline 360 was used for developing the game. A between-subjects experimental design was conducted with 120 participants randomly assigned to either a game or video learning intervention. Results and Conclusions: Both interventions produced significant immediate knowledge gains. The serious game demonstrated superior long-term knowledge retention and higher intrinsic motivation, supported by lower perceived task load and higher system usability. Self-efficacy improved under both conditions. No significant difference in self-reported behavioural change was observed after 4 weeks. Beyond comparative performance, the study contributes a domain-specific, theory-informed serious game design for mould-prevention education. The findings indicate that interactive gameplay provides an effective and engaging approach for supporting mould-prevention learning. |
|---|---|
| ISSN: | 0266-4909 1365-2729 |
| DOI: | 10.1002/jcal.70227 |
