Resumen
This contribution analyzes the impact of factors related to story structure, meaningfulness, and concentration in the design of Serious Games. To explore them, the authors carried out an experimental evaluation aiming to identify relevant aspects affecting the cognitive-emotional impact of immersive Virtual Reality (VR), specifically Educational Environmental Narrative (EEN) Games. The experiment was designed around three main research questions: if passive or active interaction is preferable for factual and spatial knowledge acquisition; whether meaningfulness is a relevant experience in a serious game (SG) context; and if concentration impacts knowledge acquisition and engagement also in VR educational games. The findings highlight that passive interaction should only be encouraged for factual knowledge acquisition, that meaningfulness is a relevant experience and should be included in serious game design, and, finally, that concentration is a factor that impacts the experience in immersive games. The authors discuss potential design paths to improve both factual and spatial knowledge acquisition, such as abstract concept-oriented design, concluding that SGs should contain game mechanics explicitly supporting players? moments of reflection, and story structures explicitly aligned to educational facts.