Motivation Meets Instruction in Game-Based Learning

Background
The integration of motivational and instructional strategies in serious games has attracted growing interest in educational research. However, evidence regarding their combined effects remains limited, with prior studies yielding mixed findings.
Objective
This study investigates the separate and interactive effects of competition and instructional guidance on learning outcomes in a serious game, with a particular focus on complex problem-solving in higher education.
Method
A 2×2 factorial design was employed in a graduate-level simulation game involving economics and mathematical optimization. Participants were assigned to conditions with or without competition and with or without instructional guidance. Learning outcomes were assessed through pre–post knowledge tests as well as in-game performance scores.