Abstract:

Video games have proven to be effective learning tools in Vocational Education and Training (VET) contexts. However, balancing educational objectives with engaging gameplay remains a significant challenge in the design of serious games, as many educational video games risk becoming little more than interactive worksheets rather than meaningful gameplay experiences.

This study explores how serious games can effectively communicate complex technical knowledge while maintaining player engagement. The research addresses the following question: How can an educational video game be designed to convey complex knowledge without compromising player engagement?

To investigate this question, a design-based research approach was adopted, focusing on the context of VET institutions, where students must understand the parameters that affect photovoltaic production efficiency, including shadow calculations. Within this framework, a prototype educational video game was developed that integrates these concepts into its core gameplay mechanics. The prototype was tested with students in playtesting sessions, after which data were collected through surveys designed to evaluate the player experience, perceived learning, and level of engagement with the game.

The results suggest that the combination of player agency, systemic gameplay, and playful creativity can lead to more engaging and pedagogically effective learning experiences. Player agency allows decisions to have meaningful consequences within the game world, while systemic gameplay emerges from the interaction between multiple rules and mechanics that encourage experimentation. This interaction fosters player creativity and reinforces a sense of autonomy, a key component of Self-Determination Theory associated with increased intrinsic motivation. Based on these findings, the study proposes a set of design guidelines for educational video games aimed at communicating complex technical knowledge while avoiding overly didactic or worksheet-like experiences. These contributions support the design of serious games in VET institutions and highlight the potential of game-based learning for teaching concepts related to renewable energy. Future research could explore additional design parameters that promote learning through systemic and player-centered gameplay.

Keywords:

Serious Games, Game-Based Learning, Educational Technology, Teaching Innovation, Vocational Education and Training (VET), Photovoltaic Education, Renewable Energy Education, Player Agency, Systemic Gameplay, Self-Determination Theory.