Evaluating the Expectations and Motivational Drivers in an Undergraduate Geology Classroom Using the Magma Pop Serious Game.

Game-based learning is becoming increasingly prevalent in higher education as it fosters critical thinking, creative problem solving, and ensures cognitive development and social learning. This paper presents findings from a study to understand whether serious games can be effective in communicating concepts related to magmatic processes. We developed a serious game "Magma Pop" for use in an undergraduate geology classroom. The goal was to create an engaging experience to reinforce factual knowledge on mineral formulae and conceptual understanding of the fractional crystallization process to clarify the link between changing temperatures and magma and mineral composition. Students' game experience was evaluated during an in-class activity followed by an online survey. We found that despite a few technical glitches, the game concept and user experience were positively rated by students. The proposed game was well received and has now been integrated as a regular component of the course.