452 Summary can be found in the complex relationship between motivation and educational games. Personal preferences strongly affect the appreciation of educational games. The four types of players that are distinguished in this context (socializers, explorers, killers, and achievers) each have their own preferences. It seems impossible to satisfy all types of players at the same time. Still, it is important to make sure all players feel addressed. This may not have been the case in the (third) digital version of the design. Another explanation can be found in contextual factors. All the research phases took place during the COVID-19 pandemic. With regard to motivation, it was striking that the students’ comments on the (first) analogue version were on average more positive than on the (second) hybrid and (third) digital version. During the implementation of the first version, despite the lockdown, students were allowed to be present in the classroom in small groups The exceptional attendance at school and the long-missed social interaction in class may have affected the results on motivation. The main question that remains to be answered after this educational design study is whether the changes in design, the addition of interactive elements, and the new game elements in the fourth, final version of the design affect the outcomes on motivation. A second question is whether the adjustments affect students’ learning outcomes. Another interesting question is which possibilities the reasoning model and (an adapted version of) the digital game offer in other grades and at other school levels than those participating in my study. The observations revealed that students showed a remarkably high level of concentration during working on the (third) fully digital version. In terms of motivation, several students who are generally not very enthusiastic about literature and literature education, indicated that they were positive about the presentation of the novel and the assignments. It would therefore be interesting to conduct follow-up studies that focus on the question whether a game-based presentation of the novel and a structured approach to answering questions also benefits literature education at pre-vocational secondary education and senior general secondary education. It is known that students in these levels show less motivation during literature education than pre-university education students. Such studies would not only provide teaching material and insights into the effect of a digital game on motivation and learning in literature lessons among these students, but also provide insight into developments and problems in the field of literature education at these school levels.
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