On the Impact of Companion Character Customization on Learning Effectiveness in Educational Games

Abstract

Character customization is a popular game design element known to increase player motivation and identification. However, the effect of customizing companion characters on learning outcomes in educational games remains unclear. This study investigates whether companion character customization influences the learning effect in a science-focused game. We developed a learning game featuring a virtual companion named Mori and conducted a between-subjects study with middle school students. One group interacted with a customizable version of Mori, while the other used a non-customizable version. Learning outcomes were measured through pre- and post-questionnaires covering three science domains: moon phases, binary numbers, and frequencies. Results showed no significant differences in learning outcomes between the groups, though the customizable condition led to significantly higher perceived challenge. Overall, the findings suggest that while companion customization can enhance motivational aspects of the learning experience, no significant improvement in short-term learning effectiveness was observed. Since our study only investigated short-term effects, future work should include longitudinal studies to examine potential long-term effects of companion character customization.