Marginalized youth are frequently disadvantaged in formal educational systems. In recent years, serious games have shown positive effects on learning for youth. However, the impact of serious games on learning outcomes is s omewhat understudied, in particular with regards to marginalized you th. This paper explores motivation and perceived knowledge gain and skill development among marginalized youth playing the Water Champions game (a tab letop game about water and hygiene practices). The empirical study wa s conducted in Bogor, West Java, Indonesia. The quantitative (surveys) study examines participant motivation, driving factors to participate, and perceptions of knowledge and skills gained. Results show that, although playing the Water Champions Game had positive effects on perceived environmental learning among marginalized youth, perceived knowledge gain and skill development is not highly correlated. This paper argues that serious games could improve learning outcomes for marginalized youth, particularly those that somewhat underperform in the formal education system.
KeywordsEnvironmental LearningMarginalized YouthMotivationSerious Games
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