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Predicated on the presence or absence of certain reward types, the four conditions were: access rewards, glory rewards, both types of rewards, and no rewards (control). From 143 adult participants, it was found that those who played the game experienced broadly high learning outcomes and motivation, though these results were not significantly tied to any reward type. To provide further context for these findings, feedback from players was analysed and it was found that the presentation of information and how said information tied back into the gameplay were, in the players\u2019 minds, the most important components for facilitating the players\u2019 engagement and learning. The lack of impact the rewards had in contrast to the broader gameplay experience has some interesting implications for the design and development of educational games.<\/jats:p>","DOI":"10.1145\/3748618","type":"journal-article","created":{"date-parts":[[2025,10,5]],"date-time":"2025-10-05T21:01:11Z","timestamp":1759698071000},"page":"668-694","update-policy":"https:\/\/doi.org\/10.1145\/crossmark-policy","source":"Crossref","is-referenced-by-count":0,"title":["Effect of Reward Types on Motivation and Recall in a Geology Game"],"prefix":"10.1145","volume":"9","author":[{"ORCID":"https:\/\/orcid.org\/0009-0001-4484-6177","authenticated-orcid":false,"given":"Aisha","family":"Darmansjah","sequence":"first","affiliation":[{"name":"Queensland University of Technology, Brisbane, Australia"}]},{"ORCID":"https:\/\/orcid.org\/0000-0001-8684-2070","authenticated-orcid":false,"given":"Selen","family":"T\u00fcrkay","sequence":"additional","affiliation":[{"name":"Queensland University of Technology, Brisbane, Australia"}]}],"member":"320","published-online":{"date-parts":[[2025,10,5]]},"reference":[{"key":"e_1_2_1_1_1","doi-asserted-by":"publisher","DOI":"10.1016\/0005-7916(94)90063-9"},{"key":"e_1_2_1_2_1","doi-asserted-by":"crossref","unstructured":"Judy Cameron and W Pierce. 2002. 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