LAUSR

Students’ motivation in computer graphic courses is a challenge for educators. Computer courses entail abstract notions and algorithmic features, and these difficulties affect the students’ motivation. A problem-based learning serious game framework named Immersivio was designed. The researchers designed a quantitative study with a between subject design and implemented a treatment course using the problem-based serious game. The game was designed based on the principles of problem-based learning and serious games, i.e., higher order thinking, collaborative learning, and cognitive thinking and information visualization theory. A non-random sampling procedure (purposive sampling) was used in this quasi-experimental study and the participants formed to 2 groups, the experimental group (n = 24) and the control group (n = 26). MANOVA test results indicated that the experimental group participants who had experienced the Immersivio game were more motivated to learn computer graphics in terms of extrinsic motivation, intrinsic motivation, interest, attainment, cost, identification with academics, self-efficacy, and instrumentality. This study has implications for basic and advanced computer graphic lecturers and educators in this field.