












































Exploring the Potential use of Game Walkthrough in Education: Comparison of Various Forms of Serious Games


 

 

 

Global Journal of Education and Allied Research (GJEAR) 
Volume.1, Number 1; March-2023; 

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Global Journal of Education and Allied Research (GJEAR) 
pg. 17 

EXPLORING THE POTENTIAL OF GAME WALKTHROUGHS IN 

EDUCATION: A COMPARISON OF VARIOUS FORMS OF SERIOUS 

GAMES 

 

 
1Xiaohan Feng and 2Makoto Murakami 

1Graduate School of Information Sciences and Arts, Toyo University, Kawagoe, Saitama, Japan 
2Dept. of Information Sciences and Arts, Toyo University, Kawagoe, Saitama, Japan 

Abstract: Serious games, specifically VR narrative games, have demonstrated their effectiveness in 

motivating students and improving cognitive skills in educational settings. However, due to the 

pervasiveness and convenience of gaming, game walkthroughs have become a popular alternative for 

gamers to experience and enjoy gameplay without the commitment of time and effort demanded by full-

fledged games. This paper investigates the possibility of using game walkthroughs as an educational tool 

and compares their efficacy in improving learning outcomes with respect to actual gameplay. The study 

analyzes the information that subjects remember from game walkthroughs and gameplay, examines the 

strengths and weaknesses of both these mediums, and evaluates the impact of VR technology on the results. 

The findings suggest that game walkthroughs enable students to follow the experiences of actual game 

players with a degree of empathy but are limited in promoting critical thinking skills. Additionally, the study 

demonstrates that game walkthroughs of VR games are not efficient in facilitating situational memory 

performance. However, game walkthroughs are still a feasible educational option outside the classroom due 

to their accessibility and prevalence. The document also delves into the meaning and evolution of serious 

games while underscoring the significance of immersion and narrative in enhancing situational memory 

performance. The paper concludes with certain limitations of the study and recommendations for future 

research in this area. 

Keywords: Game Walkthroughs, Serious Games, Education, Virtual Reality, Memory Performance. 

 

INTRODUCTION 

In recent years, there has been a growing body of research on the gamification of education. Some studies 

use the elements and aesthetics of games to motivate students to learn [1], while others claim the advantage 

of gamification that games are a familiar medium for students and are more interesting than written media 

[2]. In addition to this, there is already abundant evidence that video games have a more or less positive 

impact on the cognitive domain. For example, games can improve visual spatial resolution [3], reaction time 

[4], spatial awareness [5], probabilistic reasoning [6], and visual short-term memory [7]. Overall, games 

have been shown to lead education into a new realm.  

According to game scholar Markus Fried, there are three theories of interactivity in video games [8]. The 

interaction in games can evolve into a user-news game, user-technology platform (phone or computer), and 

user-user relationship.  



 

 

 

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Global Journal of Education and Allied Research (GJEAR) 
pg. 18 

The interaction between the user and the news game can be thought of as a process of information transfer. 

In the user's game activity in a news game, there is a role for the user to receive news content in the game 

and a role for the user to select and discard news content in the  

DOI :10.5121/ijite.2022.11303  

game. The end result is a different outcome for the user: a "secondary creation" for the user. In this 

interaction, the user becomes a character in the game, and the psychological experience that emerges from 

this interaction is called "immersion. The user extracts information through the game, and the game 

experience is acquired by evoking emotional empathy.  

Immersion is a special phenomenon in the human psyche, characterized by the concentration of attention on 

a certain situation or thought activity by the person involved. In traditional newspaper articles, readers often 

let their imaginations run wild by reading. News games create a virtual environment with news events based 

on actual events, giving users a strong sense of reality. This makes it easier for users to become emotionally 

involved in the news story and to develop strong empathy; Murray J H has stated that the more realistic the 

immersive environment of an interactive work, the more actively immersed the user will become [9].  

Games are "multi-directional interactive." Especially when compared to written media, which are still the 

most used in education. This means that the results obtained are also comprehensive. If the importance of a 

particular attribute in a game needs to be examined, the results can be made clearer by focusing the sample 

on that attribute of the game. In previous studies, we have chosen "narrative" and "immersion". In other 

words, we created a sample of serious VR games with narrative content.  

The reason for this choice is that serious and educational games are closely related. Both are trying to use 

some aspect of the game to achieve some goal other than entertainment[10].The concept of serious games 

was first proposed in 1970. At the time, the main goal of defining serious games was to use simulations and 

games to improve education inside and outside the classroom. At the time, the video game industry was not 

established, so most serious games were pen-based [11]. Since then, many teachers have been inspired to 

continue creating serious games. Serious games were redefined by Sawyer.B in 2002, who argued that 

serious games are games that aim to acquire knowledge and skills [12]. Building on this definition, 

definitions of serious games have been continuously refined, for example, according to Chen & Michael 

(2005), a serious game is "a game whose primary purpose is not entertainment, enjoyment, or fun" [13]. 

Although the definition of serious games seems to have gained a lot of support, the scope of serious games 

is still debatable. First of all, serious games have been easily confused with educational games since their 

inception. Second, Sawyer B. argues that the scope of serious games has become increasingly broad, 

attracting participants from a wide range of disciplines, including education, defense, advertising, politics, 

scientific inquiry, medicine, emergency management, urban planning, engineering, and journalism, and that 

for participants from different disciplines, serious games will always have They argue that there are areas of 

the game that do not overlap with their own. This leads participants in these particular domains to further 

restrict the definition of serious games based on their own needs [14].   

Despite these domain-specific arguments, there is a common point shared by all disciplines. That serious 

games are designed to engage people for a variety of purposes beyond pure entertainment [15]. This 

definition is similar to the definition of news games. News games use people's interest in games to draw 

attention to a news or concept and to explain it from a multimedia perspective. Because the satirical nature 

https://doi.org/10.5121/ijite.2022.11303


 

 

 

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Global Journal of Education and Allied Research (GJEAR) 
pg. 19 

of news games is consistent with serious games, researchers believe that news games are included in the 

category of serious games.  

In addition, since the concept of serious games has been related to education from the beginning, it is easy 

to confuse serious games with educational games. However, the main purpose of educational games is to 

disseminate educational knowledge, while the purpose of serious games is not only to disseminate; 

according to Djaouti's model, serious games have other purposes such as information dissemination, 

training, and data exchange [16]. Therefore, researchers believe that educational games are also included in 

the category of serious games.  

On the other hand, according to neurologist Michael Smith, when people watch narrative images that induce 

empathy, the brain automatically filters out external influencing factors to focus on learning and cognition, 

indicating that the human mind wants to know the unknown from a narrative perspective. He believes that 

without a narrative connection, people cannot stay in the brain for long [17]. There is also considerable 

research showing that memories of events with a strong narrative component are more likely to be 

remembered [18]. And many studies have revealed that an immersive virtual reality system can better 

facilitate situational memory performance [19], [20].  

Consequently, we reinforce memory through narrative and immersion, and bring players into an 

independent worldview in the form of VR games to increase the target ability of information transfer and 

reduce the psychology of distributed responsibility. Our previous research proposes that using virtual reality 

technology to gamify narrative Contents is a way to make information more deeply memorable.  

Previous studies have confirmed the above. In the case of a VR game that presents the story in images 

versus a game that presents the story in text, that presents the story in images is a better way to remember 

the information. The study also found a positive correlation between subjects' experience and their self-

reported confidence in their memory. The researchers believe that gaming experience and short text reading 

experience are the reasons for the subjects' better selfperceived confidence [21].  

This result and the information provided in the subject interviews have attracted the attention of researchers. 

In previous experiments, subjects in the non-VR group watched game walkthrough more often than they 

played the games themselves. Game walkthrough is when players record their own gameplay, and the video 

content is often uploaded to video sharing sites (such as YouTube) or streamed live on streaming sites (such 

as Twitch). There are millions of potential recipients for these contents [22].  

The researchers conducted additional interviews with all groups of subjects and found that 95% of the 

subjects had watched game walkthrough, 74.16% watched at least 7 hours per week, and they were in the 

habit of watching them while eating. Their reasons for watching game walkthroughs were as follows: 

• Watching game walkthroughs allows them to be exposed to games anytime and anywhere.  

• They don't have the hardware for a particular game, or the hardware doesn't meet the requirements of 

the game. So they can only get to know a game by watching it.  

• They have some game walkthrough players who are particularly fond of.  

• By watching the game, they can find the hidden elements of the game quickly, or see the hidden 

ending without having to play the game for long time by themselves.  



 

 

 

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pg. 20 

• Finally, the most common reason was that the videos can be viewed at any time on cell phones. From 

these reasons, it is clear that video media is certainly more accessible to users' fragmented time 

compared to game media.  

From the above survey, we found that game walkthrough is convenient and accessible, so why not use it in 

the educational field.   

The main theoretical idea of this study is based on Self-Determination Theory (SDT) [23]. This means that 

it is argued that the essence of behavior is motivated by interest and enjoyment [24].  

Through our survey, we found that most college student gamers are interested in game walkthrough. In 

addition, the data on the time spent watching game walkthrough suggests that they are not just a way to pass 

the time, but that they enjoy them. Against the above background, This study investigates whether game 

walkthrough of serious games can have the same learning effect as serious games. Use game creation 

(samples) and questionnaires, this study will compare the information that viewers remember from game 

walkthrough and actual game play, analyze their strengths and weaknesses, and examine the impact of the 

VR format on the results.    

1. METHODS 

We create a VR game and a not VR game and record the game walkthroughs. And we divide the subjects 

into four groups: who play a not VR game (NVR group), who watch the walkthrough of the not VR game 

(group GW), who play a VR game (group VR), and who watch the walkthrough of the VR game (group 

GWVR). A questionnaire will be used to find out which group's subjects remember the game story. The 

sample is based on actual events. More than 80% of the text is taken directly from the news interviews. 

References are to newspaper articles about the incident from 2006 to 2015. These news stories were 

distributed across diverse media platforms over a long period of time. They were selected as scenarios for 

the serious game because of their integrative nature and the narrative nature required for this experiment. 

1.1. Sample  

Since the subjects were intended to be Chinese university students, the researchers first selected two 

Chinese news stories. Each was news about the greening of the Kubuqi Desert and news about a trafficked 

woman becoming a local teacher.  

The Kubuqi Desert is the seventh largest desert in China, located on the northwestern edge of Ordos City. 

2000, a group recruited workers to plant trees in the Kubuqi Desert, and many applied. Ten years later, the 

workers have gradually learned how to plant trees and grasses, gained a lot of experience, and become 

familiar with sandy plants. In addition, the technology continues to develop, and the PV photovoltaic 

photothermal sand control power generation demonstration project is actively adopting a combined model 

of "sand control + grass planting + agriculture + power generation + poverty alleviation" and "cleaning PV 

modules + maintenance of under-board planting" to provide a new channel for increasing farmers' and 

herders' incomes by It offers: in 2017, as a result of years of efforts, the ecological environment in the area 

has improved, and migratory birds such as the common kookaburra are now visiting the desert.  

Another news story is that in 1994, Gao, a woman who worked outside her home, was trafficked by two 

women under the pretext of "looking for work" as she stood in line at the train station to buy a train ticket 

home. The buyer's village had a population of over 400, including 30-40 women who had been trafficked 

from other areas as "brides". Ms. Gao, the only middle school graduate in the village, was asked by the 



 

 

 

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Global Journal of Education and Allied Research (GJEAR) 
pg. 21 

principal in 2000 to be the only substitute teacher at the village elementary school, where she taught a dozen 

students in two grades for a monthly salary of 200 yuan. In addition to her regular classes in language, 

math, and science, Gao gave art classes to the children and often played with the students; in 2006, a 

photographer visited the village to take pictures and posted her story on the Internet, and she was later 

named "2006 Hebei Province's Inspiring Person". In July 2015, an article published in 2013, "The Most 

Beautiful Rural Teacher: Kidnapped Woman Becomes Female Teacher in a Mountain Village," was 

discovered by an internet user, which described Gao's harrowing experience in a few pages and praised her 

for remaining in the countryside as a teacher The incident from a few years ago has once again attracted 

attention and caused a great deal of controversy. The local government decided to fire Ms. Gao on the 

grounds that the news about her exposed the lack of efforts to combat traffickers and rescue abducted 

women, the dropout of school-aged children, and the lack of investment in education, which was later 

rescinded after a public outcry.  

Ultimately, the researcher chose the second news article. The reasons: 1. the second news story was more 

narrative; the first story was a simple story curve from valley to mountain, whereas the second story was a 

more complex story curve from valley to mountain and back again; 2. the second story had by far the 

greater number of news stories; 3. the second story had a more complex story curve from valley to 

mountain, and back again; 4. the first story had a more complex story curve from valley to mountain, and 

back again. Interviews with Ms. Gao in particular are very plentiful, and these reports allow for a more 

realistic reconstruction of the story from the victim's perspective.  

The sample is divided into four stages in total, each with 1-2 enemies and 2 key items, and the player must 

collect the key items while avoiding enemy pursuit. The enemies are designed to symbolize hostility or the 

protagonist's fears, such as "husband," "fear of forced childbirth," or "local government". Key items in each 

stage are related to the storyline of that stage.  

First, Design the game characters and draw the front and side views of the characters for modeling. After 

completing the design of the game's characters and scenes, modeling is done in 3ds Max. Before modeling, 

import the front and side views into the background to build the character model more accurately. Once the 

modeling is complete, create the texture. In order to make the texture position correspond to the model 

position, the model is introduced into UNFOLD3D and the texture is expanded. The next step is to import 

the model into Mudbox and draw the texture. Back in 3ds Max again, bound the bones, moved the bones in 

the model, and used keyframe animation to animate the character walking, running, and attacking. Finally, 

import the characters and scenes into Unity to create the game. Screenshots of the game are shown in 

Figure1. 

Also, the game walkthrough is actually divided into various genres. For example, “Speedrun” [25], which 

aims to finish a game as quickly as possible. “Longplay” [26] focuses on completely documenting the 

gameplay process, with little commentary from the player. “Let's play” [27] focuses on the player's in-game 

experience and sharing.  

Considering the possibility of experimentation, research first consider eliminating the live broadcast type of 

play. Next, according to the interviews with the subjects, most of the game walkthrough they watch are of 

the “let's play” type. And in “let’s play” type the player’s comments and reactions will be more sympathetic 

to the audience than in the other types. So in the “let’s play” type game walkthrough the viewers can be able 



 

 

 

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Global Journal of Education and Allied Research (GJEAR) 
pg. 22 

to relate to the players more than in the other types. And the researchers expect that the “let’s play” type can 

reduce the lack of immersion which is one of the problems of using game walkthrough. Therefore, the game 

walkthrough used in this project is of the "let's play" type. The game walkthrough will be recorded by 

inviting two female game walkthrough players who post videos, and they have never been exposed to the 

sample information until the game walkthrough is recorded.  

 
Figure 1.  Screenshots of the game  

1.2. Questionnaire  

All subjects were recruited through convenience sampling and snowball sampling. The original plan was for 

some subjects to experience the VR face-to-face with the researchers, but this was all changed to online for 

the new Corona. Subjects were asked to download the samples themselves through a link provided by the 

researcher, experience the samples on their respective devices, and mail in a questionnaire and recording. 

All subjects were aware of and consented to the experiment before it was conducted.  

The questionnaire is divided into four written questionnaires and one recorded questionnaire. The written 

questionnaire consists of basic information, recognition check, correctness check, and empathy check, while 

the recorded questionnaire consists of subjects telling a story and giving their impressions of the sample. 

The basic information questionnaire asks the subjects their age, gender, major, gaming experience, 

experience using VR, and the theme of the sample. The recognition check and the correctness check use the 

same 10 questions. The purpose of the recognition check is to find out how much the subjects themselves 

think they know about the sample story, and their actual cognitive status is not important in this research. In 

the empathy check, the strength of the empathic emotion for each subject is investigated through a self-

report questionnaire. Questionnaire as shown in Figure 2.  
Basic information    

Age  Gender  Game experience  major  

Have you ever used VR?   No  Yes   

Have you paid attention to the news o 

female population sales?  

f  No  Yes   



 

 

 

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Global Journal of Education and Allied Research (GJEAR) 
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Have you read related articles on thi game?  s  No  Yes   

 

 

 

 

 

Recognition check      

 

Question  

Get it  Maybe  

Get it  

Not 

sure  

Maybe  

don't get  

it  

Don't  

get it  

Where the protagonist was 

kidnapped?  

     

Who bought the protagonist?       

What is the attitude of the protagonist 

's husband towards her?  

     

What are the protagonists' means of 

suicide?  

     

Why the protagonists left the village?       

What reminds the protagonist of life's 

hopes?  

     

How is the protagonist known to the 

public?  

     

Why doesn't the local government 

want the public to know about the 

protagonist?  

     

What is the attitude of the villagers 

towards this?  

     

Did you understand the ending?       

Correctness check      

Full score 100  Correct answer +10    score:   

 

Empathy check  

Stage  No feeling                            felt a strong emotion  

1   

2    



 

 

 

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3   

4   

：No feeling  

：Feeling emotions, but not enough to take action.  

：Feels emotional and takes short-term/single/simple actions.  

： Feels emotional and takes long-term/ continuous/                  

/complex actions.  

Figure 2.  Questionnaire  

2. EXPERIMENTAL RESULTS AND ANALYSIS 

2.1. Basic Information  

The subjects were 120 university students (62 females, 59 males, mean age 21.183 years, age range 18-24 

years, SD=1.402). 120 subjects were divided into 4 groups of 30 each:   

Group NVR: 19 females, 11 males, age range 19-23 years, mean age 20.733 years, SD=1.263.  

Group VR: 13 females, 17 males, age range 19-23 years, mean age 20.833 years, SD=1.240.  

Group GW: 15 females, 15 males, age range 18-24 years, mean age 21.3 years, SD=1.486.  

Group GWVR: 14 females, 16 males, age range 19-24 years, mean age 21.866 years, SD=1.309).  

The overall gender ratio is basically the same, but the gender ratio of each group is different; As can be seen 

from the gender ratios of the four groups, the sex ratio of the game walkthrough group appears to be 

average when compared to the large number of females in the group and the large number of males in the 

group. In a gender survey on VR and AR device Ownership rate conducted in 2017 [28], 43% of device 

owners were female and 31% of those planning to purchase a device were female. According to data from 

another U.S. gamer gender survey, the highest percentage of female gamers has only been 48% since 2006 

[29]. Combining the data from this survey and its collection process, we can assume that although the 

number of women who own VR devices is smaller than men, the number of women interested in gaming is 

not small.  

The majors of the 120 subjects included 21 in Science and Engineering, 20 in Education, 18 in Arts, 14 in 

Management, 12 in Architecture, 12 in Literature, 9 in Economics, 6 in Sociology, 3 in Physical Education, 

3 in Philosophy, and 2 in History. The diversity of the subjects' majors is beneficial in obtaining more 

diverse perspectives in the recording survey.  

When the subjects self-reported their gaming experience, 71 said they had "a lot of gaming experience," 15 

said they had "normal gaming experience," and 34 said they had "little gaming experience. Overall, the 

subjects had a lot of gaming experience.  

2.2. Recognition Check  

Figure 3 shows the percentage for each option chosen by each group. Overall, Group NVR is the most 

confident in their own memory, followed by Group GW, then Group VR, and finally Group GWVR.  

As can be seen from Figure 3, the selection tendencies of Group NVR and Group GW are very close. More 

than half of the respondents chose "Get it", and around 30% of the respondents chose "Maybe Get it". "Not 

Sure" was selected slightly more often by Group GW, but the difference between the two groups was not 



 

 

 

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large. Group VR and Group GWVR not only differed from these two groups, but even in the same VR-

related sample, their selection trends were not consistent.  

The options for Group GWVR are distributed on average compared to the other groups. The percentage of 

times Group GWVR chose "Not Sure" was the highest among all options for this group, reaching 3%. The 

number of times they chose "Get it" and "Maybe get it" was equal, both accounting for 25%. "Get it" was 

chosen the most by the other three groups, with 18%, three times as many as the group VR chose the same 

item.  

Studies have shown that the more experienced a person is, the more confident he or she is in identifying 

memories [30]. This may explain the greater confidence in self-recognition of memories in Group NVR and 

Group GW. Although the subjects in this experiment had more gaming experience, in daily life, visual 

media is more accessible than gaming media and does not require more energy or two hands. In addition, 

Chinese college students, the age group of the subjects, spend less time in contact with game media than 

video media. By combining the data of group NVR, group GW and group VR, it was proved that the 

memory discrimination and experience of the test takers are positively correlated [31].  

The data of group GWVR shows different characteristics from this. The researchers made an additional visit 

to the group on this issue. "More than half of the subjects who chose "Not Sure" said that they could not 

concentrate on the GWVR sample throughout. There are two main reasons for this:   

1. They are not used to VR game walkthroughs from the beginning. These subjects found it more 

distracting to watch a VR game walkthrough than to watch a regular game walkthrough.   

2. At first, they were able to enjoy the VR game walkthrough, but later in the video, they felt 

uncomfortable due to the constant shaking of the camera.   

Researchers believe that these two cases, especially the former one, reaffirm the positive correlation 

between media experience and subjects' memory.  



 

 

 

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Figure 3.  The percentage of times each option was selected in each group  

2.3. Correctness Check  

The same question is used for the recognition check and the correctness check. There are five levels of 

correctness depending on the subject's answer. The score for each level is: "More than correct": 5, 

"Correct": 4, "Mostly correct": 3, "Somewhat correct": 2, and "Incorrect": 1. The total score is 1500.  

As Figure 4 shows, the total score of each group is Group NVR: 1153 points, Group GW: 1141 points, 

Group VR: 1248 points, Group GWVR: 1060 points. The scores are, in order from highest to lowest, 

VR>NVR>GW>GWVR.  

It is clear that the overall score of the game sample is higher than the game walkthrough, but contrary to 

expectations, the difference in scores between group NVR and group GW is only 2 points. The highest and 

lowest scores were significantly different from those of adjacent groups, with a difference of 95 points 

between group VR and group NVR, and 81 points between group GW and group GWVR.  

Taken together with the recognition check in the previous section, this indicates that Group NVR and Group 

GW are not only similar in their tendency to select for memory recognition, but also have very similar 

levels of the actual memory component.  

The score ranking for the subjective questions again matches the overall score ranking: 

VR>NVR>GW>GWVR. Higher scores on subjective questions require more empathy from the subjects. If 

the genre is one that stimulates empathy, it may be better to have people play the game directly rather than 

deliver it using a game walkthrough to achieve the goal. Therefore, if subjective feedback from viewers is 

needed, the VR sample can provide the most feedback among the four groups. Next is NVR games. In 



 

 

 

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terms of Ownership rate of VR and pc devices, NVR may be a more suitable medium. On the other hand, 

Game walkthroughs did not provide comparable subjective responses, especially for VR games.  

In other words, if the subject matter requires empathy, it may be better to have the audience play the game 

directly rather than deliver it through a game walkthrough to achieve the goal.  

 
 

Figure 4.  The total score a for each group  

2.4. Empathy Check  

As shown in Figure 5, overall, group NVR tends to start high and end low. Group VR and Group GW have 

very similar fluctuating trends, both starting high and ending low until stage 3, but increasing in empathy 

until stage 4. Group GWVR shows a steep decrease from stage 1 to stage 2, and a slower decrease in the 

other stages. The scores for NVR and VR do not change so much, whereas the scores for GW and GWVR 

are more variable.  

With the exception of stage 3, group VR consistently led the other three groups in empathy, followed by 

group NVR, then group GW, and finally group GWVR. This is the same ranking as for the correctness 

check. The ranking of the overall score for the empathy survey is  

VR>NVR>GW>GWVR.  



 

 

 

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Global Journal of Education and Allied Research (GJEAR) 
pg. 28 

 
Figure 5.  Empathy for each stage  

3. LIMITATIONS AND CONCLUSION 

The self-report of the four groups in the recognition check was NVR>GW>VR>GWVR in order from 

highest to lowest. In the correctness check, the total score ranking of the four groups was: 

VR>NVR>GW>GWVR. The ranking for the empathy check was the same as the correctness check: 

VR>NVR>GW>GWVR. Negative emotional keywords such as "scary" appear frequently in the recordings. 

A number of studies have confirmed that empathy plays a role in the construction of our memories [32,33]. 

Coupled with the fact that it is an experimental result, it further proves that empathy is positively correlated 

with memory correctness.  

In other words, Group VR, which ranked first in both the empathy and correctness surveys, and the VR 

serious game with a storyline are the means by which recipients can remember the most information.  

Group NVR's sample narrative VR serious game is also a good medium for environments where VR 

conditions are not feasible or where VR device Ownership rate is a consideration. Although slightly inferior 

to Group NVR, the Group GW data was very close to Group NVR in all surveys and the selection trends 

were similar. If the recipients want to memorize a single message or multiple messages, or if they value the 

convenience of game walkthroughs, GW is considered more suitable than NVR. However, group GW 

scored lower in questions that required subjective thinking, if the receiver is required to think subjectively, 

GW is less suitable.  

Finally, GWVR, which is also a game walkthrough sample, does not perform well. In particular, compared 

to the similarity between group NVR and group GW, group GWVR and group VR have large differences in 

each survey. According to additional interviews with subjects in this group, the major reason for this is that 

the shaking lens distracts the subjects' attention and the subjects are not used to the walkthrough of VR 

game. Therefore, the walkthrough of VR game is not a suitable medium to make the receiver memorize the 

information.  



 

 

 

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Global Journal of Education and Allied Research (GJEAR) 
pg. 29 

In the case of game media, it is known from previous studies that empathy is positively correlated with 

memory correctness [34]. Based on the above data, this rule is not completely true for game walkthrough 

media. Although the group GW game walkthroughs can empathize to some extent with the game 

walkthrough players about their gaming experiences, they are limited compared to actual game plays, 

especially when it comes to the questions they have to think about.  

Researchers believe that this is because the quality of empathy that the receiver feels differs from the 

empathy that is guided by the game walkthrough players. Game walkthroughs often allow the receiver to 

experience the game by empathizing with the medium of the game walkthrough players. A game 

walkthrough, on the other hand, allows the viewer to empathize directly with the game's protagonist; in a 

game walkthrough, the player is constantly verbalizing his or her feelings as the game progresses, thus 

reducing the need for the GW viewer to perceive his or her own feelings. Therefore, group GW is inferior to 

group NVR in terms of the need to think and construct their own words, which has lost its empathic 

mediation.  

There are also limitations to this study. One is that the data reads that while the percentage of correct 

answers for GW group is not bad, it is slightly lower than NVR group. This is most likely due to the fact 

that as a Video medium, games walkthroughs are still less interactive than game media. If the comments 

were used to increase the participation and interaction of the recipients, a higher percentage of correct 

answers might be obtained. At the same time, however, some of the comments undermine the convenience 

of the game walkthrough, as recipients who are eating have to put down their cutlery and use both hands to 

control the game. Therefore, the viewers of the game walkthrough are not able to empathize in a positive 

way through the game walkthrough players, or the accuracy and precision of the game content is not 

guaranteed due to the lack of interactivity of the visual media. In order to increase interactivity, the game 

walkthrough needs to sacrifice convenience. There may be ways to increase interactivity while maintaining 

the convenience of the game walkthrough, such as voice input of comments. However, it is difficult to 

guarantee the interactivity and convenience of the game walkthrough in the current mainstream way. 

Second, the sample in this study is narrative oriented and has a weak gaming aspect in comparison. 

Different samples may yield different results, and subsequently, a sample that focuses more on gaming than 

narrative will be the next research topic.  

Some scholars believe that the fact that the primary purpose of serious games is not entertainment does not 

imply that they cannot be entertaining. In many cases, education and entertainment overlap and use each 

other to achieve their respective goals[35].At the same time, serious games are always controversial. Its 

entertainment, its interactivity, its necessity. For a long time and even now, most people consider games to 

be pure entertainment. Therefore, games that lack entertainment value are subject to criticism. It remains to 

be seen if the games walkthrough can compensate for the lack of gameplay.  

The results of this study indicate that serious games walkthrough is a viable educational option outside the 

classroom, especially given the prevalence and convenience. With the rapid development of technology, 

students' interests are constantly changing, According to self determination theory, education can be 

constantly updated to stimulate students' interest in learning. On the other hand, game walkthrough, a by 

product of educational gamification, give students more options. Students will be able to experience 



 

 

 

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Volume.1, Number 1; March-2023; 

Published By: Zendo Academic Publishing 

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Global Journal of Education and Allied Research (GJEAR) 
pg. 30 

educational games in class, and also learn outside the classroom by watching game walkthrough anytime, 

anywhere.  

ACKNOWLEDGEMENTS 

The authors would like to thank everyone, just everyone!  

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