Marginalized youth are frequently disadvantaged in formal educational systems.
In recent years, serious games have shown positive effects on learning for youth. However, the impact of serious games on
learning outcomes is somewhat
understudied, in particular with regards to marginalized youth. This
paper explores motivation and perceived knowledge gain and skill development
among marginalized youth playing the Water Champions game (a tabletop game about water and hygiene practices). The
empirical study was conducted in Bogor, West Java, Indonesia. The
quantitative (surveys) study examines participant motivation, driving factors
to participate, and perceptions of knowledge and skills gained. Results show
that, although playing the Water Champions Game had positive effects on
perceived environmental learning among marginalized youth, perceived knowledge
gain and skill development is not highly correlated. This paper argues that
serious games could improve learning outcomes for marginalized youth,
particularly those that somewhat underperform in the formal education system.
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