Interactive systems such as chatbots and games are increasingly used to persuade and educate on sustainability-related topics, yet it remains unclear how different delivery formats shape learning and persuasive outcomes when content is held constant. Grounding on identical arguments and factual content across conditions, we present a controlled user study comparing three modes of information delivery: static essays, conversational chatbots, and narrative text-based games. Across subjective measures, the chatbot condition consistently outperformed the other modes and increased perceived importance of the topic. However, perceived learning did not reliably align with objective outcomes: participants in the text-based game condition reported learning less than those reading essays, yet achieved higher scores on a delayed (24-hour) knowledge quiz. Additional exploratory analyses further suggest that common engagement proxies, such as verbosity and interaction length, are more closely related to subjective experience than to actual learning. These findings highlight a dissociation between how persuasive experiences feel and what participants retain, and point to important design trade-offs between interactivity, realism, and learning in persuasive systems and serious games.

翻译：聊天机器人和游戏等交互式系统正日益被用于可持续性相关议题的说服与教育，然而在内容保持恒定的情况下，不同呈现形式如何影响学习效果与说服效果仍不明确。本研究基于完全相同的论点与事实内容，通过受控用户实验比较了三种信息传递模式：静态文章、对话式聊天机器人以及叙事性文本游戏。在主观测量指标上，聊天机器人条件持续优于其他模式，并提升了受众对议题重要性的认知。然而，感知学习效果与客观结果并不一致：文本游戏条件下的参与者自我报告的学习收获低于阅读文章者，却在延迟（24小时后）知识测验中取得了更高分数。进一步的探索性分析表明，常见的参与度代理指标（如语言丰富度与交互时长）与主观体验的关联度高于实际学习效果。这些发现揭示了说服性体验的主观感受与知识留存之间的分离，并指出了说服性系统与严肃游戏在交互性、真实感与学习效果之间存在的关键设计权衡。