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Traditional educational approaches often struggle to maintain learner engagement and support long\u2010term behaviour change.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Objectives<\/jats:title>\n                    <jats:p>This study presents the development and evaluation of alternative game\u2010based learning to enhance learning outcomes, user motivation, self\u2010efficacy, task load, system usability, knowledge retention, and behavioural change compared to video\u2010based learning. The data were collected in three stages, including pre\u2010test, post\u2010test, and after 4\u2009weeks.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Methods<\/jats:title>\n                    <jats:p>Articulate Storyline 360 was used for developing the game. A between\u2010subjects experimental design was conducted with 120 participants randomly assigned to either a game or video learning intervention.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results and Conclusions<\/jats:title>\n                    <jats:p>Both interventions produced significant immediate knowledge gains. The serious game demonstrated superior long\u2010term knowledge retention and higher intrinsic motivation, supported by lower perceived task load and higher system usability. Self\u2010efficacy improved under both conditions. No significant difference in self\u2010reported behavioural change was observed after 4\u2009weeks. Beyond comparative performance, the study contributes a domain\u2010specific, theory\u2010informed serious game design for mould\u2010prevention education. The findings indicate that interactive gameplay provides an effective and engaging approach for supporting mould\u2010prevention learning.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.1002\/jcal.70227","type":"journal-article","created":{"date-parts":[[2026,3,23]],"date-time":"2026-03-23T00:25:49Z","timestamp":1774225549000},"update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":0,"title":["A Serious Game for Mould Prevention Education: A Comparative Study With Video\u2010Based Learning"],"prefix":"10.1002","volume":"42","author":[{"ORCID":"https:\/\/orcid.org\/0000-0003-2660-9714","authenticated-orcid":false,"given":"Abdollah Baghaei","family":"Daemei","sequence":"first","affiliation":[{"name":"School of Built Environment, College of Science Massey University  Auckland New Zealand"}]},{"ORCID":"https:\/\/orcid.org\/0000-0001-7513-8942","authenticated-orcid":false,"given":"Zhenan","family":"Feng","sequence":"additional","affiliation":[{"name":"School of Built Environment, College of Science Massey University  Auckland New Zealand"}]},{"given":"Daniel","family":"Paes","sequence":"additional","affiliation":[{"name":"School of Built Environment, College of Science Massey University  Auckland New Zealand"}]}],"member":"311","published-online":{"date-parts":[[2026,3,22]]},"reference":[{"key":"e_1_2_10_2_1","doi-asserted-by":"publisher","DOI":"10.17730\/humo.49.4.y6135676n433r880"},{"key":"e_1_2_10_3_1","doi-asserted-by":"publisher","DOI":"10.1111\/bjet.12113"},{"key":"e_1_2_10_4_1","doi-asserted-by":"publisher","DOI":"10.1108\/sasbe\u201007\u20102025\u20100374"},{"key":"e_1_2_10_5_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.buildenv.2025.112526"},{"key":"e_1_2_10_6_1","volume-title":"2017 10th International Conference on Electrical and Electronics Engineering (ELECO)","author":"Barbosa A.","year":"2017"},{"key":"e_1_2_10_7_1","unstructured":"BRANZ.2015.\u201cMould and Damp.\u201dhttps:\/\/www.branz.co.nz\/healthy\u2010homes\u2010research\/hcs\/2015\u2010results\/mould\u2010and\u2010damp\/."},{"key":"e_1_2_10_8_1","doi-asserted-by":"crossref","unstructured":"Campana F. 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