Evaluating the Impact of Persona‐Driven Game‐Based Learning on Children’s Understanding of Personal Boundaries

Khosa, Durraj, Shaheen, Anjuman ORCID: https://orcid.org/0000-0002-9354-5266, Gulzar, Sumera and Sultana, Sidra (2026) Evaluating the Impact of Persona‐Driven Game‐Based Learning on Children’s Understanding of Personal Boundaries. Aposta: Revista De Ciencias Sociales, 24 (112). ISSN 1696-7348

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Abstract / Summary

Understanding the concepts of personal safety is essential for the emotional and social development of children and has long-term implications for individuals and communities. Although safety education has been introduced into the Pakistani educational curriculum, traditional teaching methods often fail to meet diverse learning needs. This study investigates the effectiveness of persona-oriented game-based learning (GBL) in improving children's understanding of personal boundary concepts. A prototype game, Space Protectors, was developed using a persona-oriented framework based on four personality archetypes: Fighter, Collector, Social, and Curious. A chatbot using behavior trees assists players in selecting personas aligned with their interests, while allowing free persona switching and thus promoting autonomy and engagement. The game offers the same learning objectives through different play styles to reinforce retention and motivation. The study adopted a mixed-methods approach, using qualitative pre- and post-test research aligned with key learning indicators. A stealth assessment, based on Evidence-Centered Design (ECD), was integrated to evaluate the learning activities in the game. The results revealed significant improvements in concepts related to consent, maintenance, and boundary setting (p < 0.001), with medium to large effect sizes (Cohen's d > 0.5), demonstrating the game's effectiveness in enhancing learning about personal safety.

Item Type:	Article
Identification Number:	10.23900/ra.v24i112.912
Uncontrolled Keywords:	Game-Based Learning, Personal Space, Safety Education, AI Chatbots, Persona
ISSN:	1696-7348
Subjects:	Education Social Sciences
Department:	Games Academy
Depositing User:	Anjuman Shaheen
Date Deposited:	06 Jul 2026 14:39
Last Modified:	06 Jul 2026 14:39
URI:	https://repository.falmouth.ac.uk/id/eprint/6523

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