Significant research work has been undertaken related to the game-based learning approach over the last years. However, a closer look at this work reveals that further research is needed to examine some types of game-based learning approaches such as virtual reality serious games and LEGO Serious Play. This article examines and compares the effectiveness for learning Scrum and related agile practices of a serious game based on virtual reality and a learning activity based on the LEGO Serious Play methodology. The presented study used a quasi-experimental design with two groups, pre- and post-tests, and a perceptions questionnaire. The sample was composed of 59 software engineering students, 22 of which belonged to group A, while the other 37 were part of group B. The students in group A played the virtual reality serious game, whereas the students in group B conducted the LEGO Serious Play activity. The results show that both game-based learning approaches were effective for learning Scrum and related agile practices in terms of learning performance and motivation, but they also show that the students who played the virtual reality serious game outperformed their peers from the other group in terms of learning performance.

翻译：近年来，针对游戏化学习方法已开展了大量研究工作。然而，仔细审视现有成果可以发现，针对虚拟现实严肃游戏和乐高认真玩等特定游戏化学习方式的深入研究仍有待推进。本文通过基于虚拟现实的严肃游戏和基于乐高认真玩方法论的学习活动，系统考察并比较了二者在Scrum及相关敏捷实践学习中的有效性。本研究采用准实验设计，设置两个对照组，包含前测、后测及感知问卷调查。样本由59名软件工程专业学生构成，其中22人属于A组，其余37人属于B组。A组学生体验虚拟现实严肃游戏，B组学生则参与乐高认真玩活动。研究结果表明：两种游戏化学习方法在Scrum及相关敏捷实践的学习成效与学习动机方面均表现有效，但数据同时显示，参与虚拟现实严肃游戏的学生在学习成效方面显著优于另一组学生。