ABSTRACT Background Indoor mould growth poses a significant risk to occupant health and building durability, particularly in climates with high humidity and inadequate ventilation. Traditional educational approaches often struggle to maintain learner engagement and support long‐term behaviour change. Objectives This study presents the development and evaluation of alternative game‐based learning to enhance learning outcomes, user motivation, self‐efficacy, task load, system usability, knowledge retention, and behavioural change compared to video‐based learning. The data were collected in three stages, including pre‐test, post‐test, and after 4 weeks. Methods Articulate Storyline 360 was used for developing the game. A between‐subjects experimental design was conducted with 120 participants randomly assigned to either a game or video learning intervention. Results and Conclusions Both interventions produced significant immediate knowledge gains. The serious game demonstrated superior long‐term knowledge retention and higher intrinsic motivation, supported by lower perceived task load and higher system usability. Self‐efficacy improved under both conditions. No significant difference in self‐reported behavioural change was observed after 4 weeks. Beyond comparative performance, the study contributes a domain‐specific, theory‐informed serious game design for mould‐prevention education. The findings indicate that interactive gameplay provides an effective and engaging approach for supporting mould‐prevention learning.
Daemei et al. (Sun,) studied this question.