Assessing the Effectiveness of Game-Based Learning Versus Video-Based Learning for Mold Prevention Education

School of Built Environment, Massey University, Auckland Campus, New Zealand

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Abstract

Indoor mold growth remains a persistent indoor air quality challenge with well-documented links to respiratory illness, damp housing, and reduced occupant well-being. While educational tools and interventions have been increasingly applied in the built environment to address issues such as energy use, safety, and general indoor air quality, comparable educational tools specifically targeting mold prevention remain largely absent. Also, evidence comparing interactive learning approaches with conventional formats remains limited. This study compares game-based learning with video-based learning for mold prevention education, using a pre- and post-test experimental design with 120 participants. Participants from the general public in New Zealand were randomly assigned to either a game-based or a video-based intervention, both of which delivered equivalent educational content. Outcomes included knowledge acquisition, self-efficacy, intrinsic motivation, perceived task load, and system usability. The game was compared with a video-based training condition serving as a control. Statistical analyses showed that knowledge significantly improved from pretest to post-test in both conditions, with no significant difference in immediate knowledge gain (post) between groups. However, participants in the game-based condition reported significantly higher intrinsic motivation and system usability, as well as lower perceived task load, than those in the video condition. These findings indicate that while both approaches support short-term learning, the serious game provides motivational and experiential advantages.