A Serious Game‐Based Approach to Microcontroller Education: An Empirical Assessment of Usability and Flow

In engineering education, supporting theoretical knowledge with practical applications significantly enhances learning effectiveness. In this study, a Unity‐based 3D serious game was developed for Arduino‐based microcontroller education, and its instructional effectiveness was evaluated through a controlled experimental design. The game integrates fundamental microcontroller commands, hardware connections, and real‐world tasks within an immersive learning environment. To examine both cognitive and experiential outcomes, a comparative pre‐test/post‐test design was employed with an experimental group exposed to game‐based laboratory instruction and a control group receiving conventional instruction. Learning performance was assessed using curriculum‐aligned achievement tests, while students' interaction experiences were evaluated through validated self‐report instruments. Perceived system usability was measured using the Task‐Computer System Usability Questionnaire‐Short Version, and flow experience and concentration were assessed using the Flow Short Scale. The results indicate that students engaging with the serious game achieved significantly higher learning gains than those receiving traditional instruction. Furthermore, perceived system usability positively correlated with flow experience, highlighting that effective interaction design enhances engagement and immersion. Overall, the findings underscore the potential of curriculum‐aligned serious games as an effective and engaging instructional approach for microcontroller education in engineering programs.