"We see a future where intelligence is a utility like electricity or water and people buy it from us on a meter" OpenAI CEO Sam Altman predicted a future where AI intelligence becomes a metered…

Entre démotivation, difficultés d’orientation et inégalités sociales, de plus en plus d’étudiants quittent l’université sans valider leur licence. La dernière note du ministère de l’Enseignement supér...

Entre démotivation, difficultés d’orientation et inégalités sociales, de plus en plus d’étudiants quittent l’université sans valider leur licence. La dernière note du ministère de l’Enseignement supér...

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Serious games offer a pedagogical alternative to mitigate the generational disconnect and demotivation in higher education. However, empirical research often evaluates single game interventions, leaving a gap in understanding general student perceptions rather than learning effectiveness. This study addresses this gap by evaluating the general perceptions of 1302 undergraduate students from 12 Spanish and Dutch universities regarding the pedagogical dimension of serious games based on their prior experiences using the validated Fun And Balanced Learning Experience Scale (FABLE-S). Findings show a positive perception of serious games, with students highly valuing interactivity of the contents, progressive difficulty and goal clarity, while remaining more critical of curriculum alignment and topic organization. Furthermore, statistically significant composite-level differences emerged based on country, gender, area of knowledge, and frequency of play, although these group differences exhibited small effect sizes. A strong positive relationship was also found between perceived learning and motivation. In conclusion, this study positions serious games as positively perceived pedagogical tools based on student perceptions.