A serious game for mould prevention education: A comparative study with video-based learning

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.