Facing resource and geographical constraints, tourism education may utilize game platforms to allow students to have field and real-world experience in classrooms. There is a research gap of understanding the effectiveness of game-based learning in terms of knowledge enrichment, attitudinal changes and game usability. This study evaluated an ecotourism scenario game for voluntary university students (game sample = 35) compared with discussion group (discussion sample = 31). The evaluation of knowledge, attitudinal and usability dimensions through self-reported ratings by the participants show that the game participants have significant increase in knowledge dimension but not in attitude and usability dimensions.

面对资源和地理限制，旅游教育可能会利用游戏平台，使学生在教室里有实地和现实的体验。在知识丰富，态度变化和游戏可用性方面，了解基于游戏的学习有效性存在研究差距。这项研究评估了针对自愿大学生的生态旅游情景游戏（游戏样本= 35）与讨论小组（讨论样本= 31）相比。参与者通过自我报告的评分对知识，态度和可用性维度的评估表明，游戏参与者的知识维度显着增加，而态度和可用性维度则没有。