Reducing students' misconceptions about video game development. A mixed-method study

TL;DR

This study demonstrates that a professional-led lecture series effectively reduces misconceptions among students about video game development, leading to more realistic understanding and increased motivation for careers in the industry.

Contribution

It introduces a mixed-methods approach to measure misconceptions and evaluates a targeted intervention to improve students' understanding of game development.

Findings

Significant reduction in misconceptions after intervention

Increased motivation to pursue game industry careers

Enhanced understanding of technical and business aspects

Abstract

This study examines students' na\"ive mindset (misconceptions) about video game development, idealized and inaccurate beliefs that shape an unrealistic understanding of the field. The research evaluated the effectiveness of a fifteen-hour-long lecture series delivered by industry professionals, designed to challenge this mindset and expose students to the complexities and realities of game production. A mixed-methods approach was employed, combining qualitative analysis with a prototype quantitative tool developed to measure levels of misconception. Participants included students (n = 91) from diverse academic backgrounds interested in game creation and professionals (n = 94) working in the video game industry. Findings show that the intervention significantly reduced students' na\"ive beliefs while enhancing their motivation to pursue careers in the industry. Exposure to professional perspectives fostered a more realistic and informed mindset, taking into account the understanding of the technical, collaborative, and business aspects of game development. The results suggest that incorporating similar expert-led interventions early in game development education can improve learning outcomes, support informed career choices, and mitigate future professional disappointment.