Studying Player Experience in a Collaborative Embodied Interaction Game

In this paper, we describe a study carried out to evaluate the players' experience with a collaborative full-body digital game; experience, in this case, is defined as both the feeling of learning and engagement. 97 primary school students (aged 10-11) were observed while interacting in groups with the game, which is installed as a permanent exhibit in an informal science education fun park. Both quantitative (pre- and post-tests, teacher questionnaires) and qualitative methods (observation, interviews) were used to collect data. Results indicate that the children perceived the educational attributes of the game as those of cooperation and practicing physical skills (e.g., equilibration of their bodies). At the same time, the game's main engagement elements were described by its players as being: social interaction, free choice, movement, its clearly defined goals and interactivity. These characteristics worked in tandem with the learning goals of the exhibit.