The following diagrams represent a small extract from quantitative and qualitative feedback from pupils from the quality assurance workshops. All data comes from past workshops and therefore does not reflect the current state.
The character “Ludwig” is particularly well-received by pupils. The animation model and appearance come across very well. The large freedom of movement, thanks to the open game world, is also praised. The graphical presentation and game idea itself are also positively emphasised.
This data comes from an open question, and the above-mentioned categories were extracted from a content analysis (see also Negative aspects).
The control of earlier versions of the game caused massive problems primarily for pupils. In the current iteration, this problem was essentially solved by making pure keyboard control with automatic camera guidance and combined mouse-keyboard control possible. The user guidance and navigations through the game world were also criticised. By improving the tutorial, introducing route points and notes in the diary, these problems were eased. At present, a mini-map is also in development, which should contribute to a further improvement in the navigation. The remaining points criticised such as the game crashing or text being too long have already been dealt with in the current version of “Ludwig”.
This diagram relates to the intrinsic motivation of pupils for playing the game “Ludwig”. The blue bars represent the feedback from female pupils, the green bars that from male pupils. Overall, pupils are motivated to play “Ludwig”. Two significant differences can, however, be seen. Male pupils tend to think that “Ludwig” as a game could be useful for them and make more of an effort than female pupils do. This gender difference matches the findings of media psychologists: more complex game environments are preferred by frequent gamers, who are generally male. This results in different motivation values for male and female pupils.
The diagram above comes from a statistical analysis of relationships between different play-related variables. It shows that three factors have a direct influence on the subjectively perceived enjoyment of play. Pupils enjoy “Ludwig” as a game more if they have to make an effort while playing, and if they feel drawn into the game (this phenomenon is known as immersion or the “in the midst feeling”) and if they play regularly at home on the computer or console.
A similar analysis shows the overall assessment of “Ludwig” as a game is directly related to the degree of difficulty and its playability. Pupils rate “Ludwig” better as a game if they are able to cope with the difficulty of it, understand its contents easily and it therefore has a high level of playability.