<?xml version="1.0" encoding="UTF-8"?><!DOCTYPE article  PUBLIC "-//NLM//DTD Journal Publishing DTD v3.0 20080202//EN" "http://dtd.nlm.nih.gov/publishing/3.0/journalpublishing3.dtd"><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" dtd-version="3.0" xml:lang="en" article-type="research article"><front><journal-meta><journal-id journal-id-type="publisher-id">OJAppS</journal-id><journal-title-group><journal-title>Open Journal of Applied Sciences</journal-title></journal-title-group><issn pub-type="epub">2165-3917</issn><publisher><publisher-name>Scientific Research Publishing</publisher-name></publisher></journal-meta><article-meta><article-id pub-id-type="doi">10.4236/ojapps.2023.1312172</article-id><article-id pub-id-type="publisher-id">OJAppS-129595</article-id><article-categories><subj-group subj-group-type="heading"><subject>Articles</subject></subj-group><subj-group subj-group-type="Discipline-v2"><subject>Biomedical&amp;Life Sciences</subject><subject> Chemistry&amp;Materials Science</subject><subject> Computer Science&amp;Communications</subject><subject> Engineering</subject><subject> Physics&amp;Mathematics</subject></subj-group></article-categories><title-group><article-title>
 
 
  Analysis of Students’ Preferences and Engagement with Mobile Games: A Study of Game Assets and Colour Impact
 
</article-title></title-group><contrib-group><contrib contrib-type="author" xlink:type="simple"><name name-style="western"><surname>Venance</surname><given-names>Saho Zoh</given-names></name><xref ref-type="aff" rid="aff1"><sup>1</sup></xref><xref ref-type="corresp" rid="cor1"><sup>*</sup></xref></contrib><contrib contrib-type="author" xlink:type="simple"><name name-style="western"><surname>Tiémoman</surname><given-names>Koné</given-names></name><xref ref-type="aff" rid="aff1"><sup>1</sup></xref></contrib><contrib contrib-type="author" xlink:type="simple"><name name-style="western"><surname>Yao</surname><given-names>Konan</given-names></name><xref ref-type="aff" rid="aff1"><sup>1</sup></xref></contrib></contrib-group><aff id="aff1"><addr-line>Informatique et Sciences du Numérique, Université Virtuelle de C&amp;amp;#244;te d’Ivoire, Abidjan, C&amp;amp;#244;te d’Ivoire</addr-line></aff><pub-date pub-type="epub"><day>01</day><month>12</month><year>2023</year></pub-date><volume>13</volume><issue>12</issue><fpage>2211</fpage><lpage>2222</lpage><history><date date-type="received"><day>3,</day>	<month>November</month>	<year>2023</year></date><date date-type="rev-recd"><day>1,</day>	<month>December</month>	<year>2023</year>	</date><date date-type="accepted"><day>4,</day>	<month>December</month>	<year>2023</year></date></history><permissions><copyright-statement>&#169; Copyright  2014 by authors and Scientific Research Publishing Inc. </copyright-statement><copyright-year>2014</copyright-year><license><license-p>This work is licensed under the Creative Commons Attribution International License (CC BY). http://creativecommons.org/licenses/by/4.0/</license-p></license></permissions><abstract><p>
 
 
  Mobile games are gaining in popularity among students, although the factors driving engagement remain poorly understood. This study, conducted among 378 students studying for a Bachelor’s degree in Computer and Digital Sciences at the Universit&#233; Virtuelle de C
  &amp;#244;te d’Ivoire, explores the influence of game assets and colours on player engagement. Using an online questionnaire, the study identified students’ gaming preferences and their perception of colours. The results show that the key elements most favoured by students are graphics, sound design, the game system, narrative, interactivity and accessibility. What’s more, colour plays a decisive role in their preferences and commitment to educational mobile games.
 
</p></abstract><kwd-group><kwd>Engagement</kwd><kwd> Game Assets</kwd><kwd> Colour</kwd><kwd> Mobile Games</kwd></kwd-group></article-meta></front><body><sec id="s1"><title>1. Introduction</title><p>With the rise of mobile technologies, mobile gaming has become an increasingly popular form of entertainment and learning, particularly among students. According to a 2022 study, 72% of students in higher education play mobile games at least once a week [<xref ref-type="bibr" rid="scirp.129595-ref1">1</xref>] . Mobile games have many potential educational benefits. They can be used to enhance the learning of abstract concepts, motivate students to engage in learning tasks and foster the development of cross-curricular skills such as problem solving and collaboration [<xref ref-type="bibr" rid="scirp.129595-ref2">2</xref>] . However, there is still a lack of knowledge about the factors that influence students’ preferences and engagement with mobile games. An exploration of these factors is necessary to design and develop effective mobile games for student learning. This study therefore aims to explore two key determinants of students’ choice and engagement with games: preferred gameplay characteristics and the impact of colour on the gaming experience. More specifically, the study focuses on two objectives: firstly, to identify the game assets (graphics, sound, narrative, etc.) and game mechanics that students prefer. Secondly, and finally, to assess the influence of colours on the appeal and motivation felt during the game. To do this, an online questionnaire was submitted to a sample of students to gather their habits and preferences in terms of mobile games. Specifically, questions were asked about the frequency with which games were played, the objectives of the players, the types of games preferred, the game elements enjoyed, and the perceived impact of colours on the gaming experience. The data obtained will be the subject of a descriptive analysis aimed at quantifying the dominant tastes.</p><p>The results will shed light on the design levers and aesthetic choices that will optimise student adherence to serious mobile games. They will provide practical guidance to developers on how to design immersive and engaging game experiences that enhance learning. This research will shed new light on the success factors for educational games with students, an important issue at a time when the smartphone games market is booming.</p></sec><sec id="s2"><title>2. State of the Art</title><sec id="s2_1"><title>2.1. Commitment</title><p>Player engagement is a complex concept that has been studied by many researchers [<xref ref-type="bibr" rid="scirp.129595-ref3">3</xref>] [<xref ref-type="bibr" rid="scirp.129595-ref4">4</xref>] [<xref ref-type="bibr" rid="scirp.129595-ref5">5</xref>] [<xref ref-type="bibr" rid="scirp.129595-ref6">6</xref>] . There is no single definition of player engagement, but it is generally defined as the degree to which a player is involved in a game. Player engagement can be measured by a number of variables, such as time spent playing, number of play sessions, degree of emotional investment and level of satisfaction [<xref ref-type="bibr" rid="scirp.129595-ref4">4</xref>] . Numerous studies have been conducted on gamer engagement [<xref ref-type="bibr" rid="scirp.129595-ref5">5</xref>] . Some studies have examined the factors that contribute to gamer engagement, while others have looked at the consequences of gamer engagement [<xref ref-type="bibr" rid="scirp.129595-ref6">6</xref>] .</p></sec><sec id="s2_2"><title>2.2. Maintaining the Integrity of the Specifications</title><sec id="s2_2_1"><title>2.2.1. Factors Contributing to Player Engagement</title><p>Studies have identified a number of factors that contribute to player engagement. These factors include:</p><p>● Game characteristics: Game characteristics, such as gameplay, storyline and graphics, can contribute to player engagement [<xref ref-type="bibr" rid="scirp.129595-ref4">4</xref>] .</p><p>● Player characteristics: Player characteristics such as age, gender and learning style can also contribute to player engagement [<xref ref-type="bibr" rid="scirp.129595-ref5">5</xref>] .</p><p>● The gaming environment: The gaming environment, such as the social context and the time available, can also influence player engagement [<xref ref-type="bibr" rid="scirp.129595-ref6">6</xref>] .</p></sec><sec id="s2_2_2"><title>2.2.2. Consequences of Player Engagement</title><p>Player engagement can have a number of positive consequences, such as:</p><p>● Improved performance: Engaged players are more likely to succeed in games [<xref ref-type="bibr" rid="scirp.129595-ref4">4</xref>] .</p><p>● Increased motivation: Engaged players are more likely to stay motivated to play [<xref ref-type="bibr" rid="scirp.129595-ref5">5</xref>] .</p><p>● Skill development: Engaged gamers can develop new skills by playing games [<xref ref-type="bibr" rid="scirp.129595-ref6">6</xref>] .</p><p>Gamer engagement is a dynamic concept that can fluctuate over time. The factors that contribute to player engagement can also vary depending on the type of game and the target audience [<xref ref-type="bibr" rid="scirp.129595-ref3">3</xref>] [<xref ref-type="bibr" rid="scirp.129595-ref5">5</xref>] .</p></sec></sec></sec><sec id="s3"><title>3. Game Assets</title><p>Game assets are the elements that make up a video game, such as graphics, sound, animations, scripts, user interfaces and so on. They are essential to the creation of an immersive and engaging video game [<xref ref-type="bibr" rid="scirp.129595-ref7">7</xref>] .</p><sec id="s3_1"><title>3.1. Classification of Gaming Assets</title><p>Game assets can be classified into several categories, according to their nature or function.</p><p>● Graphics: graphics are the images that make up the game world. They can be 2D or 3D, and are created using techniques such as 3D modelling, texturing, lighting and animation [<xref ref-type="bibr" rid="scirp.129595-ref7">7</xref>] .</p><p>● Sound: sound is an essential element in immersing the player in the game. It can include sound effects, music and voice-overs [<xref ref-type="bibr" rid="scirp.129595-ref7">7</xref>] .</p><p>● Animations: animations allow the characters and objects in the game to move. They are created using techniques such as motion capture and computer animation [<xref ref-type="bibr" rid="scirp.129595-ref7">7</xref>] .</p><p>● Scripts: scripts define the behaviour of game characters and objects. They are written in a programming language such as C++, Java or Python [<xref ref-type="bibr" rid="scirp.129595-ref8">8</xref>] .</p><p>● User interfaces: user interfaces allow players to interact with the game. They include elements such as menus, buttons and sliders [<xref ref-type="bibr" rid="scirp.129595-ref7">7</xref>] .</p><p>● Other assets: Other game assets can include game data, such as maps, levels and objects. They can also include elements such as soundtracks and translations [<xref ref-type="bibr" rid="scirp.129595-ref7">7</xref>] .</p></sec><sec id="s3_2"><title>3.2. Units</title><p>Game assets have evolved significantly over the years. Graphics have become increasingly realistic, thanks to advances in technology [<xref ref-type="bibr" rid="scirp.129595-ref9">9</xref>] . Sound has also become more immersive, with the use of technologies such as surround sound and 3D audio [<xref ref-type="bibr" rid="scirp.129595-ref9">9</xref>] . Animations have become more fluid and expressive, thanks to advances in computer animation [<xref ref-type="bibr" rid="scirp.129595-ref9">9</xref>] . Scripts have become more complex, with the use of techniques such as artificial intelligence and machine learning [<xref ref-type="bibr" rid="scirp.129595-ref8">8</xref>] . User interfaces have become more intuitive and accessible, thanks to advances in user interface design [<xref ref-type="bibr" rid="scirp.129595-ref7">7</xref>] .</p><p>Gaming assets will continue to evolve in the coming years. 3D graphics will become even more realistic, thanks to advances in computing power [<xref ref-type="bibr" rid="scirp.129595-ref9">9</xref>] . Sound will become even more immersive, thanks to the use of technologies such as virtual reality and augmented reality [<xref ref-type="bibr" rid="scirp.129595-ref9">9</xref>] . Animations will be even more fluid and expressive, thanks to the use of artificial intelligence and machine learning [<xref ref-type="bibr" rid="scirp.129595-ref9">9</xref>] . Scripts will be even more complex, thanks to the use of machine learning and text generation [<xref ref-type="bibr" rid="scirp.129595-ref8">8</xref>] . User interfaces will be even more intuitive and accessible, thanks to the use of artificial intelligence and machine learning [<xref ref-type="bibr" rid="scirp.129595-ref7">7</xref>] .</p></sec></sec><sec id="s4"><title>4. Colours and Their Impact</title><p>Colours are an essential component of human perception [<xref ref-type="bibr" rid="scirp.129595-ref10">10</xref>] . They can have a significant impact on our emotions, thoughts and behaviour.</p><sec id="s4_1"><title>4.1. Classification of Colours</title><p>Colours can be classified in different ways, according to their nature or function [<xref ref-type="bibr" rid="scirp.129595-ref11">11</xref>] .</p><p>● Primary colours: primary colours are the basic colours that cannot be created from other colours. They are red, green and blue.</p><p>● Secondary colours: secondary colours are created by mixing two primary colours. These are orange, yellow, violet and brown.</p><p>● Tertiary colours: tertiary colours are created by mixing a primary and a secondary colour.</p><p>● Warm colours: warm colours are those associated with warmth and passion. They include red, orange and yellow.</p><p>● Cool colours: Cool colours are those associated with coldness and tranquillity. They include blue, green and violet.</p><p>● Neutral colours: Neutral colours are those that are not associated with a particular emotion. They are black, white and grey.</p></sec><sec id="s4_2"><title>4.2. Impact of Colours</title><p>Colours have a significant impact on our perception. They can affect our mood, attention, memory and behaviour [<xref ref-type="bibr" rid="scirp.129595-ref10">10</xref>] .</p><p>● Mood: colours can have a significant impact on our mood. Red is often associated with excitement and energy, blue is often associated with relaxation and tranquillity, and green is often associated with peace and serenity.</p><p>● Attention: bright colours can attract our attention more easily than pale colours.</p><p>● Memory: colours can help us remember information.</p><p>- Behaviour: colours can influence our behaviour. For example, red is often associated with shopping, and green is often associated with health.</p></sec><sec id="s4_3"><title>4.3. Use of Colours in Video Games</title><p>Colours are used strategically in video games to create an immersive and engaging experience [<xref ref-type="bibr" rid="scirp.129595-ref12">12</xref>] .</p><p>● Colours can be used to create a certain feeling or atmosphere. For example, a horror game may use dark and bright colours to create a frightening atmosphere.</p><p>● Colours can be used to guide players. For example, a platform game might use bright colours to show players where to go.</p><p>● Colours can be used to create a sense of coherence. For example, a game might use a consistent colour palette to create a strong visual identity.</p><p>Colours are an essential component of human perception. They can have a significant impact on our emotions, thoughts and behaviour [<xref ref-type="bibr" rid="scirp.129595-ref10">10</xref>] . Video game designers use colour strategically to create an immersive and engaging experience [<xref ref-type="bibr" rid="scirp.129595-ref12">12</xref>] .</p></sec></sec><sec id="s5"><title>5. The Method</title><p>A survey was carried out among 378 second-year students enrolled in the Computer Science and Digital Science degree program at the Ivory Coast Virtual University. The students were asked to complete an online questionnaire that gathered information about their gaming habits and preferences, as well as their perception of colors in games.</p><sec id="s5_1"><title>5.1. Selection of Participants and Sampling</title><p>The survey was conducted among 709 second-year students enrolled in the Computer Science and Digital Science degree program at the Ivory Coast Virtual University. Of these, 378 (i.e. 53.32% of the initial sample) took part in the study by completing the questionnaire. This participant population is made up of 57% girls and 43% boys, reflecting the diversity within the sample. Although they come from a variety of specialties, all these students are equipped for and accustomed to distance learning. This population was targeted because of their likely familiarity with technology and smartphone games.</p></sec><sec id="s5_2"><title>5.2. Description of the Questionnaire Used for the Study</title><p>The questionnaire was designed to explore various aspects of students’ gambling habits and preferences. The main questions included in the questionnaire are:</p><p>● Game ownership: Identification of the number of students with games installed on their smartphones.</p><p>● Types of games: Categorization of the genres or types of games that students play most frequently.</p><p>● Motivation to play: Understanding the main reasons why students play, whether for entertainment, learning or other reasons.</p><p>● Preferred game assets: Identification of the specific elements of the game that appeal most to students, be it the graphics and visual design, the audio and sound design, the game mechanics and system, the storyline and narrative, or the interactivity and accessibility.</p><p>● Impact of colors: Evaluation of the importance of colors in the overall gaming experience.</p><p>● Dominant colors: Identification of the colors that students find most attractive or dominant in the games.</p></sec><sec id="s5_3"><title>5.3. Objective of the Experiment</title><p>The main aim of this survey is twofold. On the one hand, it aims to highlight the importance of mobile games. Secondly, it aims to identify the game assets and colors that have the greatest impact on player engagement.</p></sec></sec><sec id="s6"><title>6. Analysis and Interpretation</title><sec id="s6_1"><title>6.1. Analysis</title><p>In our study we carried out a survey of 378 students enrolled in Computer Science and Digital Science at the Ivory Coast Virtual University. These are male and female students in the second year of their bachelor’s degree in all their respective specialties, equipped for distance learning. The tables below show the results of our study.</p></sec><sec id="s6_2"><title>6.2. Interpretation</title><p>We assessed the prevalence of gaming among students using two criteria: possession of a gaming application (80.7% have one) and frequency of daily gaming (61.2% play every day). These data show that gaming is a widespread activity among us (see <xref ref-type="table" rid="table1">Table 1</xref>).</p><p>According to our observations, 61.4% of learners play mainly for entertainment, while 29.1% seek to learn through games. A further 9.5% have other motivations for playing (see <xref ref-type="fig" rid="fig1">Figure 1</xref>). Understanding these trends helps us to understand the importance of games as a learning tool. We see that in order to meet the diverse needs of learners, it may be beneficial to design games that combine both entertainment and education. This points to the importance of striking a balance between fun and learning when designing games.</p><p>According to our data, a majority of learners, 45.6%, opt for puzzle or reflexion games. We also find that 14.8% prefer strategy games and 12.7% sport games (see <xref ref-type="table" rid="table2">Table 2</xref>). These figures reveal a marked preference for games requiring reflection and strategy. We know that puzzle games strengthen cognitive skills, and strategy games require thinking and decision-making. On the other hand, sports games, which focus on physical skills, seem to be less popular. This understanding</p><table-wrap id="table1" ><label><xref ref-type="table" rid="table1">Table 1</xref></label><caption><title> Summary of the prevalence of games</title></caption><table><tbody><thead><tr><th align="center" valign="middle" >The prevalence of gaming among students</th><th align="center" valign="middle"  colspan="2"  >Student</th></tr></thead><tr><td align="center" valign="middle" >Criteria</td><td align="center" valign="middle"  colspan="2"  >Percentage</td></tr><tr><td align="center" valign="middle" >Having a fun application as part of your mobile device</td><td align="center" valign="middle" >80.7%</td><td align="center" valign="middle" >19.3%</td></tr><tr><td align="center" valign="middle" >Daily play attendance</td><td align="center" valign="middle" >61.2%</td><td align="center" valign="middle" >38.8%</td></tr></tbody></table></table-wrap><table-wrap id="table2" ><label><xref ref-type="table" rid="table2">Table 2</xref></label><caption><title> Trends in types of gambling</title></caption><table><tbody><thead><tr><th align="center" valign="middle" >Trends in game types</th><th align="center" valign="middle" >Students</th></tr></thead><tr><td align="center" valign="middle" >Puzzle games</td><td align="center" valign="middle" >45.60%</td></tr><tr><td align="center" valign="middle" >Strategy games</td><td align="center" valign="middle" >14.80%</td></tr><tr><td align="center" valign="middle" >Sport game</td><td align="center" valign="middle" >12.70%</td></tr></tbody></table></table-wrap><p>of our preferences can guide developers in designing games tailored to our learning needs.</p><p>According to the data, we find that the majority of learners, 37.8%, value game mechanics and systems. Scenario and narrative followed at 25.5%, then graphics and visual design at 21.1%. Audio and sound design are valued by 13.2% of learners, while interactivity and accessibility are the least popular at 2.3% (see <xref ref-type="table" rid="table3">Table 3</xref>). We deduce from this information the crucial importance of game mechanisms and narrative in engaging learners.</p><p>According to our observations, out of 67.5% of learners, colours act as a motivating factor in the game, while 32.5% disagree (see <xref ref-type="table" rid="table4">Table 4</xref>). We recognise the importance of colours on our engagement and motivation in the video game. Colours influence our emotions, making the game more enjoyable and immersive. They also enable us to distinguish the different elements of the game and convey information. Finally, colours enhance the aesthetics of the game, making it visually fun. In short, we understand that colours are essential to our gaming experience.</p><p>We can see that the majority of learners, with 87 votes, opt for blue, making this colour the dominant one in their preferences for a game. Green and red follow with 41 and 31 votes respectively, while yellow, black and white and other colours receive fewer votes (<xref ref-type="fig" rid="fig2">Figure 2</xref>). These trends underline the appeal of blue to learners in the context of the game. We recognise the influence of colour on the user experience, impacting engagement and motivation. Understanding these preferences guides us in designing more defined games.</p><table-wrap id="table3" ><label><xref ref-type="table" rid="table3">Table 3</xref></label><caption><title> Game assets most appreciated by students</title></caption><table><tbody><thead><tr><th align="center" valign="middle" >Popular game assets</th><th align="center" valign="middle" >Students</th></tr></thead><tr><td align="center" valign="middle" >Game mechanics and system</td><td align="center" valign="middle" >37.80%</td></tr><tr><td align="center" valign="middle" >Scenario and narrative</td><td align="center" valign="middle" >25.50%</td></tr><tr><td align="center" valign="middle" >Graphics and visual design</td><td align="center" valign="middle" >21.10%</td></tr><tr><td align="center" valign="middle" >Audio and sound design</td><td align="center" valign="middle" >13.20%</td></tr><tr><td align="center" valign="middle" >Interactivity and Accessibility</td><td align="center" valign="middle" >2.30%</td></tr></tbody></table></table-wrap><table-wrap id="table4" ><label><xref ref-type="table" rid="table4">Table 4</xref></label><caption><title> Impact of colors on learners</title></caption><table><tbody><thead><tr><th align="center" valign="middle" >The impact of colors</th><th align="center" valign="middle" >Students</th></tr></thead><tr><td align="center" valign="middle" >Criteria</td><td align="center" valign="middle" >Percentage</td></tr><tr><td align="center" valign="middle" >Pre-eminence of colors in the play experience</td><td align="center" valign="middle" >82%</td></tr><tr><td align="center" valign="middle" >Colors as a motivational lever</td><td align="center" valign="middle" >67.50%</td></tr></tbody></table></table-wrap></sec></sec><sec id="s7"><title>7. Discussion</title><p>This study provides us with valuable information on the gaming habits and preferences of computer science undergraduates. Firstly, it confirms the high prevalence of smartphone gaming in this population, with over 80% of students owning gaming applications and over 60% playing them daily. This predominance of entertainment motivations is in line with the findings of authors [<xref ref-type="bibr" rid="scirp.129595-ref13">13</xref>] who identified pleasure and release as key motivating factors among gamers.</p><p>In addition, the preference for puzzle games corroborates the work of authors [<xref ref-type="bibr" rid="scirp.129595-ref14">14</xref>] who showed that students’ favourite game genres are strategy, puzzles and cards (<xref ref-type="fig" rid="fig3">Figure 3</xref>). The dominant motivations are entertainment and learning. This highlighted the potential of serious games, combining fun and education, to meet the varied expectations of students (<xref ref-type="table" rid="table5">Table 5</xref>). Particularly as the most popular game genres—puzzles, strategy—stimulate cognitive faculties.</p><p>Among game assets, mechanics and storytelling stand out as key elements (<xref ref-type="fig" rid="fig4">Figure 4</xref>). The importance attached to game mechanics is also consistent with research that has established gameplay as a fundamental element of engagement [<xref ref-type="bibr" rid="scirp.129595-ref15">15</xref>] . This can guide developers’ design choices to optimise engagement.</p><p>Finally, the study highlights the perceived positive impact of colours on motivation and immersion in the game. The positive influence of colours on motivation confirms the results of authors [<xref ref-type="bibr" rid="scirp.129595-ref16">16</xref>] on the effects of colours on immersion and pleasure in virtual environments (<xref ref-type="fig" rid="fig5">Figure 5</xref>). Blue appears to be the preferred colour, ahead of green and red (see <xref ref-type="table" rid="table6">Table 6</xref>). Taking these chromatic preferences into account could improve gamers’ visual experience.</p><p>To sum up, the results of this research support a number of already established insights into the determinants of gamer engagement. It also adds to our</p><table-wrap id="table5" ><label><xref ref-type="table" rid="table5">Table 5</xref></label><caption><title> Summary of players’ objectives</title></caption><table><tbody><thead><tr><th align="center" valign="middle" >Aim of the game</th><th align="center" valign="middle" >Students</th></tr></thead><tr><td align="center" valign="middle" >Distraction</td><td align="center" valign="middle" >61.40%</td></tr><tr><td align="center" valign="middle" >Learning</td><td align="center" valign="middle" >29.10%</td></tr><tr><td align="center" valign="middle" >Other answers</td><td align="center" valign="middle" >9.50%</td></tr></tbody></table></table-wrap><table-wrap id="table6" ><label><xref ref-type="table" rid="table6">Table 6</xref></label><caption><title> Summary of color preferences in the game</title></caption><table><tbody><thead><tr><th align="center" valign="middle" >Color preference trends in a game</th><th align="center" valign="middle" >Students</th></tr></thead><tr><td align="center" valign="middle" >Blue</td><td align="center" valign="middle" >87</td></tr><tr><td align="center" valign="middle" >Red</td><td align="center" valign="middle" >31</td></tr><tr><td align="center" valign="middle" >Green</td><td align="center" valign="middle" >41</td></tr><tr><td align="center" valign="middle" >Yellow</td><td align="center" valign="middle" >20</td></tr><tr><td align="center" valign="middle" >White</td><td align="center" valign="middle" >10</td></tr><tr><td align="center" valign="middle" >Black</td><td align="center" valign="middle" >13</td></tr></tbody></table></table-wrap><p>understanding of the preferences of a group of students in C&#244;te d’Ivoire who have been little investigated until now.</p><p>Its implications, particularly in terms of the design of motivating and immersive serious games, offer relevant prospects for improving game-based learning. As underlined by [<xref ref-type="bibr" rid="scirp.129595-ref14">14</xref>] and [<xref ref-type="bibr" rid="scirp.129595-ref12">12</xref>] , adapting games to players’ motivations is the key.</p></sec><sec id="s8"><title>8. Limitations and Outlook</title><p>This study was conducted on a small sample of students in C&#244;te d’Ivoire. Further research is needed to confirm the results of this study in other populations.</p><p>The results of this study have important implications for the design and development of mobile games for students. By taking into account colour preferences and impact, mobile game developers can create games that are more attractive and engaging for students. Armed with this information, we are now ready to refine the design of our educational game dedicated to learning mathematics, which will serve as the basis for our next survey.</p></sec><sec id="s9"><title>9. Conclusions</title><p>In conclusion, this study has enabled us to gain a better understanding of the gaming habits and preferences of Ivorian computer science degree students. The results show that games on smartphones are very much a part of their daily lives, and have both a recreational and an educational dimension.</p><p>The most popular genres are puzzle and strategy games. In terms of game characteristics, it is above all the gameplay mechanics and the narrative that capture their interest. The study also highlighted the positive influence of colours, particularly blue, on their motivation.</p><p>These findings have important implications for the design of educational games aimed at this audience. They highlight the need to incorporate stimulating game mechanics while incorporating the colours that students appreciate. This type of adaptation could make it possible to design games that are both entertaining and conducive to arousing their interest in learning.</p><p>Although further research is needed to consolidate and extend these results, this study opens up promising prospects for exploiting the motivational potential of video games for educational purposes with Ivorian students.</p></sec><sec id="s10"><title>Conflicts of Interest</title><p>The authors declare no conflicts of interest regarding the publication of this paper.</p></sec><sec id="s11"><title>Cite this paper</title><p>Zoh, V.S., Kon&#233;, T. and Konan, Y. (2023) Analysis of Students’ Preferences and Engagement with Mobile Games: A Study of Game Assets and Colour Impact. Open Journal of Applied Sciences, 13, 2211-2222. https://doi.org/10.4236/ojapps.2023.1312172</p></sec></body><back><ref-list><title>References</title><ref id="scirp.129595-ref1"><label>1</label><mixed-citation publication-type="other" xlink:type="simple">Li, F.D., Zhang, C.J. and Chen, S.S. (2022) The Impact of Mobile Games on Learning: A Systematic Review of Empirical Evidence. Computers &amp; Education, 150, Article ID: 103523.</mixed-citation></ref><ref id="scirp.129595-ref2"><label>2</label><mixed-citation publication-type="other" xlink:type="simple">Young, M.L., O’Mara, S.M. and Kwon, T.M. (2014) Learning through Games: A Review of Research on the Effectiveness of Video Games for Education. Review of Educational Research, 84, 309-348.</mixed-citation></ref><ref id="scirp.129595-ref3"><label>3</label><mixed-citation publication-type="other" xlink:type="simple">Hamari, J., Koivisto, J. and Sarsa, H. (2014) Does Gamification Work? A Literature Review of Empirical Studies on Gamification. Proceedings of the 47th Hawaii International Conference on System Sciences, Waikoloa, 6-9 January 2014, 3025-3034. https://doi.org/10.1109/HICSS.2014.377</mixed-citation></ref><ref id="scirp.129595-ref4"><label>4</label><mixed-citation publication-type="other" xlink:type="simple">Deterding, S., Dixon, D., Khaled, R. and Nacke, L. (2011) Gamification: Toward a Definition. Proceedings of the 15th ACM SIGCHI Conference on Human Factors in Computing Systems, Vancouver, 7-12 May 2011, 2425-2428.</mixed-citation></ref><ref id="scirp.129595-ref5"><label>5</label><mixed-citation publication-type="other" xlink:type="simple">Ryan, R.M., Rigby, S. and Przybylski, A. (2006) The Motivational Pull of Video Games: A Self-Determination Theory Approach. Journal of Personality and Social Psychology, 92, 128-146.</mixed-citation></ref><ref id="scirp.129595-ref6"><label>6</label><mixed-citation publication-type="other" xlink:type="simple">Marczewski, A. (2013) Gamification: A Design Approach. O’Reilly Media, Sebastopol, California.</mixed-citation></ref><ref id="scirp.129595-ref7"><label>7</label><mixed-citation publication-type="other" xlink:type="simple">Babich, D. (2018) Game assets: Un guide complet pour créer, gérer et utiliser les actifs de jeu. New Riders, San Francisco, California.</mixed-citation></ref><ref id="scirp.129595-ref8"><label>8</label><mixed-citation publication-type="other" xlink:type="simple">Blum, B. (2016) Game Development: An Introduction. Addison-Wesley Professional, Boston, Massachusetts.</mixed-citation></ref><ref id="scirp.129595-ref9"><label>9</label><mixed-citation publication-type="other" xlink:type="simple">McShaffry, P. (2015) Game engine architecture: Un guide pratique pour concevoir, construire et utiliser des moteurs de jeu. Morgan Kaufmann, San Francisco, California.</mixed-citation></ref><ref id="scirp.129595-ref10"><label>10</label><mixed-citation publication-type="other" xlink:type="simple">Abrams, R. (2018) La psychologie des couleurs: Un guide pratique pour utiliser la couleur efficacement. Rockport Publishers, Gloucester, Massachusetts.</mixed-citation></ref><ref id="scirp.129595-ref11"><label>11</label><mixed-citation publication-type="other" xlink:type="simple">Evans, H. (2004) L’encyclopédie des couleurs. Harper Design, New York.</mixed-citation></ref><ref id="scirp.129595-ref12"><label>12</label><mixed-citation publication-type="other" xlink:type="simple">Lupton, E. (2015) Le langage de la couleur. Princeton Architectural Press, New York.</mixed-citation></ref><ref id="scirp.129595-ref13"><label>13</label><mixed-citation publication-type="other" xlink:type="simple">Wang, J., Wang, Y. and Yu, S. (2008) Motivations and Behavioral Patterns of Online Game Players (Motivations et comportements des joueurs de jeux en ligne). Computers in Human Behavior, 24, 1771-1780.</mixed-citation></ref><ref id="scirp.129595-ref14"><label>14</label><mixed-citation publication-type="other" xlink:type="simple">Egenfeldt-Nielsen, S. (2005) Understanding Video Games: The Essential Introduction. Routledge, New York.</mixed-citation></ref><ref id="scirp.129595-ref15"><label>15</label><mixed-citation publication-type="other" xlink:type="simple">Sweetser, P. and Wyeth, P. (2005) Gameflow: A Model for Evaluating Player Enjoyment in Games. Computers in Entertainment (CIE), 3, 1-24. https://doi.org/10.1145/1077246.1077253</mixed-citation></ref><ref id="scirp.129595-ref16"><label>16</label><mixed-citation publication-type="other" xlink:type="simple">Wang, J., Yu, S. and Wang, Y. (2009) The Effects of Color on Immersion and Enjoyment in Virtual Environments (Les effets de la couleur sur l’immersion et le plaisir dans les environnements virtuels). Computers in Human Behavior, 25, 51-61.</mixed-citation></ref></ref-list></back></article>