The Impact of Adaptive Educational Game-Based Learning on University Students' Learning Experience: A Structural Equation Modeling Approach

Abstract

The integration of technology in higher education has become increasingly important, yet limited empirical evidence exists regarding the effectiveness of adaptive educational game-based learning (EGBL) in Indonesian university contexts. This study investigates the impact of adaptive and interactive educational game-based learning on university students' learning experiences, employing Structural Equation Modeling (SEM) to examine the relationships between EGBL dimensions and learning outcomes. A quantitative survey design was employed with 180 undergraduate students from Universitas Pendidikan Indonesia. Participants engaged with a role-playing game (RPG) educational platform for eight weeks. Data were collected using validated instruments measuring EGBL effectiveness (12 items, α=0.92) and learning experience (15 items, α=0.91). The structural model demonstrated excellent fit indices (χ²=125.68, p>0.05; RMSEA=0.078; CFI=0.94; GFI=0.91). EGBL significantly influenced learning experience (β=0.72, p<0.01), explaining 51.8% of variance. Students reported enhanced motivation (86.7%), improved comprehension (86.1%), and increased collaboration (86.1%). Game mechanics, adaptivity, and visual design were identified as critical success factors. Adaptive EGBL effectively enhances university students' learning experiences through interactive engagement, immediate feedback, and collaborative features. These findings support the integration of well-designed educational games in higher education curricula.