The study investigates both the cognitive and the motivational learning effects of a digital game for learning aimed at enhancing the advertising literacy of children. A four-level between-subjects experiment was set up in a classroom environment among 113 students from 9 to 12 years old. It compared between a control condition where participants received no intervention, a condition where participants received a more traditional, passive intervention (i.e. a digital informational brochure), and two conditions in which the participants received the game-based intervention, with participants in one condition playing the game for learning alone and participants in the other condition playing the game together with a classmate. The results show that after one exposure, the cognitive effects of the game-based and traditional interventions are similar. However, the game for learning had a significantly higher motivational effectiveness than the traditional intervention, especially when the game was played together with a classmate.

这项研究调查了旨在提高儿童广告素养的数字游戏的认知和动机学习效果。在教室环境中，对113名9至12岁的学生进行了四级受试者间实验。它在参与者没有接受干预的控制条件，参与者接受更为传统的被动干预（即数字信息手册）的条件与参与者接受基于游戏的干预的两种条件（参与者处于一种状态）之间进行了比较。玩游戏以独自学习，而其他情况下的参与者则与同学一起玩游戏。结果表明，一次接触后，基于游戏的干预和传统干预的认知效果相似。