Validation of Ludic-Quest to the playfulness of health games: gameplay and emotions on the field

Pires, Maria Raquel Gomes Maia; Almeida, Alexandre Nascimento de; Gottems, Leila Bernarda Donato; Mundim, Gabriela Duarte Almeida; Oliveira, Rebeca Nunes Guedes de

doi:10.1590/0034-7167-2021-0822

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ORIGINAL ARTICLE • Rev. Bras. Enferm. 75 (04) • 2022 • https://doi.org/10.1590/0034-7167-2021-0822 copy

Validation of Ludic-Quest to the playfulness of health games: gameplay and emotions on the field

Validación de Ludic-Quest a la ludicidad de los juegos de salud: jugabilidad y emociones en el campo

Authorship SCIMAGO INSTITUTIONS RANKINGS

ABSTRACT

Objective:

to validate Ludic-quest construct and reliability to assess game playfulness, through latent factors in gameplay, perception of learning and emotions in the game.

Methods:

a cross-sectional study to validate the instrument’s psychometric properties. 247 people responded to the questionnaire after a match in the game Violetas. Exploratory Factor Analysis, using KMO (>0.7), Bertlett (p=0.005), Varimax and factor loading (>0.6). Reliability by Cronbach’s alpha (>0.6).

Results:

in gameplay/learning, KMO=0.859, Bertlett significant. The eigenvalue indicated four factors (reflections; immersion; challenges; aesthetics), 10 retained variables. In the factor analysis of emotions: KMO=0.817; Bartlett p=0.000. Extraction of four factors (pleasure; ostraenie; tension; fun), 10 retained variables. The 20 validated variables contain reliability (Cronbach’s alpha=0.716).

Conclusions:

the eight validated factors centralize playfulness in health game production, composing a reliable playfulness assessment instrument for use in research.

Descriptors:
VALIDATION STUDY; FACTOR ANALYSIS; PLAY; LEARNING; EMOTIONS

Gameplay/Learning^a	Reflection	Challenge	Immersion	Aesthetics	h²2 Coavoux S, Boutet M, Zabban V. What we know about games: a scientometric approach to game studies in the 2000s. Games Cult. 2017;12(6):563-84. https://doi.org/10.1177/1555412016676661 https://doi.org/10.1177/1555412016676661...
I learned amazing things from the game	0.697				0.523
After this match, my interest in the content increased	0.694				0.608
During the match, I reflected on the challenges we face in life	0.683				0.612
The game favored my learning	0.681				0.611
I had difficulty concentrating on the text of the cards		-0.718			0.545
The difficulty of the cards compromised my learning		-0.702			0.535
I actively interacted with my teammates during the game^b		0.478			0.367
I did not pay attention to what was happening around me while playing			0.645		0.444
I felt more in the game environment than in the real world			0.630		0.596
The game design caught my attention				0.778	0.621
Cronbach’s alpha^c	0.725	0.546	0.321	---	---

Emotions in the game^d	Pleasure	Tension	Ostranenie ^e	Fun	h²2 Coavoux S, Boutet M, Zabban V. What we know about games: a scientometric approach to game studies in the 2000s. Games Cult. 2017;12(6):563-84. https://doi.org/10.1177/1555412016676661 https://doi.org/10.1177/1555412016676661...
I had fun playing the game	0.792				0.690
I liked the game	0.749				0.597
The game kept me motivated to continue in the game	0.721				0.661
I was fulfilled with the achievements in the game	0.689				0.521
The game made me tense		0.823			0.748
The game made me anxious		0.741			0.620
I felt a mixture of relaxation and tension in the game		0.623			0.452
The challenges of the game discouraged me in the match			0.652		0.588
I felt incapable for not knowing how to answer the questions			0.663		0.442
I was relaxed during the match				0.776	0.499
Cronbach’s alpha^f	0.614	0.638	0.349	-----	----

Items validated for construct

Cronbach’s alpha

I learned amazing things from the game
After this match, my interest in the content increased
During the match, I reflected on the challenges we face in life
The game favored my learning
I had difficulty concentrating on the text of the cards
The difficulty of the cards compromised my learning
I actively interacted with my teammates during the match
I did not pay attention to what was happening around me while playing
I felt more in the game environment than in the real world
The game design caught my attention
I had fun playing the game
I liked the game
The game kept me motivated to continue in the game
I was fulfilled with the achievements in the game
The game made me tense
The game made me anxious
I felt a mixture of relaxation and tension in the game
The challenges of the game discouraged me in the match
I felt incapable for not knowing how to answer the questions
I was relaxed during the match

0.716

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[1] Corresponding author: Maria Raquel Gomes Maia Pires E-mail: maiap@unb.br