Knowledge acquisition was positively related to game progress (β = 0.21) and positively predicted experiential attitude (β = 0.35) and instrumental attitude (β = 0.35) toward the game.
Results of structural equation modeling showed that game progress was positively related to self-efficacy in computer gaming (β = 0.26) and ordinary science intelligence (β = 0.13). During a 4-h research session, 241 undergraduate students played through the game's tutorial missions and completed surveys to measure variables of interest. This study used the communication mediation model to examine the process and outcomes of playing serious games, in this case, the science-themed game, Kerbal Space Program. When designed well, serious games can support effective learning.
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