# A New Measure for Serious Games Evaluation: Gaming Educational Balanced (GEB) Model
## 2 Materials and Methods
### Motivational Design  
This subsection evaluates how players are motivated to learn based on the Attention Relevance Confidence and Satisfaction (ARCS) Model [62]. This theory explains the main features that need stimulation so that users will focus their attention on the gameplay and achieve the educational aims. Attention activates player responses when educational incentives are offered [36]. Relevance is achieved when the game manages to relate the life experiences of a user to the learning content [37]. Confidence is built up, so that the player feels a positive expectation of their capability to complete the game tasks. If the player can prove both the knowledge and the skills that have been acquired, then satisfaction will also be felt in the final learning process [35]. Following the review of [PERSON] et al. [3], Motivational Design is divided into Backstory and Production, Realism, Feedback and Debriefing, Artificial Intelligence (AI) and Adaptivity and Interaction. Their review of serious games literature summarized five main factors to improve educational impact. These factors are included in this subsection as they are equitable with the stimulus proposed in the ARCS model; some of them are connected to the 4 PEG Model Educational Content characteristics. Backstory and Production are similar to the 4 PEG Integration, in so far as these activities define how the learning content is embedded in the game. Realism is close to Accuracy because this feature relates to educational adaptation within the gameplay. Lastly, Feedback and Debriefing is comparable to Assessment, due to the focus on the player assuring the learning content. On the other hand, AI and Adaptivity and Interaction elements are totally new in this GEB model. * Backstory and Production Story is one of the main elements in any game, an essential part of the GEB model. This feature can be defined as the sequence of either linear, or branching or emergent events during the game [38]. Story is based on a main plot within which the game experience progresses and likewise the story gathers together all the strands in the narrative such as the environment and life events [63, 64]. Each component engages the player, stimulating their discovery throughout the games that involve learning [65, 66]. However, this knowledge must be appealing and integrated into the story without interrupting the fun [67]. Otherwise, players may become frustrated and if they stop playing, then the educational aim will not be achieved [68, 69]. The conflict can be resolved by ensuring that the learning competences also progress throughout the game [65, 66, 70, 71]. Moreover, linking the reward system (mechanics) to the desired educational outcomes will reinforce player engagement [72]. Another important aspect that motivates players is the ability to explore the story and as it develops choose between options [67; 73; 74]. Knowing the player's desire to control the game, the developer team should adapt its possibilities to the learning style [75]. Some optimal tools would be to offer dialogues with multi-responses or scenario variations [3]. Finally, in addition to its attractiveness, the storyline must offer a fitting context to the educational material [51; 65; 76]. Otherwise, an extra-cognitive load will be added, decreasing the level of immersion. If reality cannot be reflected in the game, abstractive narrative may be necessary [25]. However, this variation will not be a problem, if it also serves to stimulate the player's intrinsic motivation to continue the game [3]. * Realism  
Realism can be defined as fidelity to the physical, functional and psychological dimensions. In the game, it is represented by graphics, sounds and dynamics which correspond to the real world [47]. There is no consensus within academic circles over the importance of quality representation for learning. Nevertheless, a strong dependence on age is evident: children like artistic graphics and adults prefer physical fidelity [3].