Abstract
This study addresses the increasing recognition of resilience as a pivotal component of student success against the backdrop of mounting concerns regarding student mental health and wellbeing in higher education. Drawing from interdisciplinary literature, the study integrates insights from resilience theory and digital game-based learning to inform the design of an adventure-based digital game, ‘Resilience Education Supports Students in Life’ (RESSIL), aimed at developing the resilience capacities of undergraduate students. A purposeful pilot study approach supports an exploration of the User Experience (Ux) to gain insights into the effectiveness and value of RESSIL’s design and its potential for achieving its intended aim. Focus group discussions engage undergraduate students from diverse academic backgrounds and thematic analysis sheds light on the effectiveness of RESSIL's game design in fostering engagement, facilitating knowledge transfer, and nurturing resilience-related skills among players. The findings underscore the significance of integrating narrative-driven gameplay and multisensory engagement to cultivate meaningful Ux and improve learning outcomes. Furthermore, the study highlights the critical role of aligning learning content with game elements to ensure coherence and optimise the game's utility. Insights gained from this pilot study offer valuable guidance for enhancing the game and lay the foundation for a larger study investigating RESSIL’s efficacy as a resilience intervention. This research contributes to the ongoing discourse on DGBL in higher education, emphasising the importance of user-centered design principles and co-creation methodologies in developing effective educational games.