## 6 Conclusions  
This article empirically examined and compared 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 by means of a quasi-experiment with two groups, pre- and post-tests, and a perceptions questionnaire. The reported results show that both game-based learning approaches were effective in terms of knowledge acquisition and motivation, as well as showing that the students who played the virtual reality serious game outperformed their peers, who conducted a LEGO Serious Play activity, in termsof knowledge acquisition. Therefore, the results of the article suggest that game-based learning using virtual reality serious games or LEGO Serious Play is a suitable option for educators who are willing to teach in an innovative and playful way agile methodologies such as Scrum. Although previous works examined the use of virtual reality serious games for learning Scrum [19, 20, 21, 22, 23, 24], as well as the use of LEGO Serious Play for this same purpose [35, 37, 38, 39, 40, 41, 42], to the knowledge of the authors this is the first work that performed a comparison between these two game-based learning approaches. Therefore, this article makes a novel contribution by providing, for the first time, evidence on the learning effectiveness of virtual reality serious games compared to LEGO Serious Play. Furthermore, the results reported in this article contribute to a better understanding of the benefits and drawbacks of these two game-based learning approaches. It should be taken into account that, in spite of providing solid evidence of the effectiveness of virtual reality serious games and LEGO Serious Play, the study presented in this article has some important limitations. First, no random sampling was used because students had to be divided based on whether or not they had played the virtual reality serious game in the past. Second, the study was focused on the evaluation of a single virtual reality serious game and a single LEGO Serious Play activity and the sample size was small (22 for group A and 37 for group B), so the conclusions should be treated with caution. Third, the study examined the learning effectiveness in the short term, but not in the long term. Another noteworthy limitation is that certain aspects of the game-based learning experiences such as enjoyment, motivation, and immersion could have been explored in more detail by extending the perceptions questionnaire to cover additional criteria (e.g., [57]) and by using other evaluations instruments such as the GAMEX scale [58], the Game Engagement Questionnaire [59], the Game Experience Questionnaire [60], or the Igroup Presence Questionnaire [61]. Therefore, an interesting direction for future work is to make further comparisons addressing these aspects in more depth. An interesting finding of this article was that most students preferred to learn through virtual reality serious games or LEGO Serious Play activities rather than through traditional teaching methods. However, no comparison was conducted between these game-based learning approaches and traditional teaching using control and experimental groups. Thus, future works should conduct this type of comparison, preferably through randomized control trials. Other interesting future works could be to examine the long-term impacts of these approaches through longitudinal studies, as well as to examine them with different games, technologies, instructional designs, and knowledge areas. The following supporting information can be downloaded at: [[https://www.mdpi.com/article/10.3390/app14020830/s1](https://www.mdpi.com/article/10.3390/app14020830/s1)]([https://www.mdpi.com/article/10.3390/app14020830/s1](https://www.mdpi.com/article/10.3390/app14020830/s1)), the data collected and analyzed in this study are available as Supplementary Material File. Conceptualization, A.G., D.L.-F. and J.M. ; methodology, A.G. and D.L.-F.; software, D.L.-F. and J.M.