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Article

Gamification in Virtual Reality Museums: Effects on Hedonic and Eudaimonic Experiences in Cultural Heritage Learning

by
Sumalee Sangamuang
1,
Natchaya Wongwan
1,
Kannikar Intawong
2,
Songpon Khanchai
3 and
Kitti Puritat
3,*
1
College of Art, Media and Technology, Chiang Mai University, Chiang Mai 50200, Thailand
2
Faculty of Public Health, Chiang Mai University, Chiang Mai 50200, Thailand
3
Department of Library and Information Science, Faculty of Humanities, Chiang Mai University, Chiang Mai 50200, Thailand
*
Author to whom correspondence should be addressed.
Informatics 2025, 12(1), 27; https://doi.org/10.3390/informatics12010027
Submission received: 30 December 2024 / Revised: 13 February 2025 / Accepted: 21 February 2025 / Published: 3 March 2025
(This article belongs to the Section Human-Computer Interaction)
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Abstract

:
Virtual museums powered by virtual reality (VR) technology serve as innovative platforms for cultural preservation and education, combining accessibility with immersive user experiences. While gamification has been widely explored in educational and entertainment contexts, its impact on user experiences in virtual cultural heritage museums remains underexplored. Prior research has focused primarily on engagement and enjoyment in gamified virtual environments but has not sufficiently distinguished between hedonic (pleasure-driven) and eudaimonic (meaning-driven) experiences or their impact on learning outcomes. This study aims to address this gap by comparing gamified and non-gamified virtual museum designs to evaluate their effects on hedonic and eudaimonic experiences, knowledge acquisition, and behavioral engagement. Using a quasi-experimental approach with 70 participants, the findings indicate that gamification significantly enhances hedonic experiences, including enjoyment, engagement, and satisfaction, while fostering prolonged interaction and deeper exploration. However, eudaimonic outcomes such as personal growth and reflection did not exhibit statistically significant differences. These results underscore the potential of gamified VR environments to balance entertainment and educational value, offering insights into user-centered design strategies for virtual museum systems that bridge technology, culture, and engagement.

1. Introduction

Virtual reality (VR) is a computer-generated technology that produces a three-dimensional virtual environment, allowing users to experience sensory illusions like visual and auditory sensations, making them feel as though they are truly situated in that environment [1]. Recently, the incorporation of VR in museums has been transforming how people interact and engage with cultural heritage. As museums increasingly adopt technological innovations, VR is emerging as a valuable tool, enabling visitors to engage with historical artifacts in immersive and meaningful ways [2]. This digital transformation is further strengthened by the rise in virtual museums, which offer a cost-effective and accessible alternative to traditional exhibitions [3]. Additionally, VR technology has the potential to remove geographic barriers, allowing for virtual tourism and remote experiences of cultural landmarks across the globe [4,5]. Among these innovations, gamification has gained attention as a method to enhance engagement and learning within cultural heritage education. Recent studies have highlighted the role of gamified virtual technologies in enriching user experiences, facilitating knowledge dissemination, and protecting cultural assets, especially during times of restricted physical access, such as during the COVID-19 pandemic. A review of 19 papers illustrates various innovative approaches to digitizing and interactively presenting cultural heritage, underscoring the practicality and widespread applicability of gamified learning within this domain [6].
However, as virtual museums evolve, it is important to consider the types of experiences they offer. Hedonic motives, which focus on pleasure and relaxation, and eudaimonic motives, which emphasize personal growth, purpose, and fulfillment [7], represent two fundamental dimensions of well-being. Previous systematic reviews have shown that VR is effective for mental health [8,9], and several studies have indicated that VR tourism has a beneficial effect on well-being and mental health [10,11,12,13]. For example, ref. [11]. demonstrated that VR tourism experiences can positively influence well-being [11], while ref. [12]. found similar outcomes when measuring participants’ well-being before and after VR tourism experiences [12]. Although these studies confirm VR’s ability to generate positive psychological effects, especially in tourism contexts, it is less understood how these effects might differ within cultural heritage settings, particularly when comparing gamified and non-gamified virtual museum designs. Understanding these differences is crucial for designing virtual experiences that effectively balance enjoyment and educational value. To date, few studies have specifically examined how gamified versus non-gamified virtual museum designs impact hedonic and eudaimonic experiences, particularly in cultural heritage settings. While eudaimonic experiences encompass aspects of personal growth and fulfillment, including learning, this study specifically examines learning outcomes as a distinct measurable factor beyond subjective well-being. This differentiation is crucial, as learning outcomes in virtual museums often involve knowledge acquisition, cognitive engagement, and retention, which may not always align with purely eudaimonic motivations [14,15]. Therefore, this study aims to fill the gap by conducting a comparative analysis of these two design approaches in virtual museums. The main research question is How does gamification impact user experience, learning outcomes, and engagement in virtual museums? This is examined through a comparative analysis of gamified and non-gamified designs. The research addresses the following questions:
RQ1: Is there a significant difference in hedonic experiences between a gamified virtual museum and a non-gamified virtual museum?
RQ2: Is there a significant difference in eudaimonic experiences between a gamified virtual museum and a non-gamified virtual museum?
RQ3: Is there a significant difference in learning outcomes between a gamified virtual museum and a non-gamified virtual museum?
RQ4: What is the effect on overall engagement between a gamified virtual museum and a non-gamified virtual museum?
By answering these questions, this research aims to contribute to the growing body of literature on virtual museums, gamification, and well-being by offering insights into how different design strategies shape visitor experiences and learning outcomes in virtual cultural heritage environments.

2. Literature Review

2.1. Gamification in Virtual Museums

Gamification has gained significant attention across various fields, including education, marketing, and cultural heritage [16]. It refers to the use of game design elements, such as points, badges, and leaderboards, in non-game contexts to create engaging and motivating experiences [17]. In recent years, museum professionals have increasingly viewed gamification as an effective tool for enhancing visitor engagement and creating meaningful experiences [18]. One of the key benefits of gamification in virtual museums is its ability to enhance visitor engagement. A study by [19] compared gamified and non-gamified virtual reality experiences in a digital twin museum and found that gamification significantly increased engagement, particularly in the effort dimension of motivation. Visitors in the gamified environment became more involved, which highlights gamification’s potential to improve the overall visitor experience [20]. Ref. [6] further supported this by conducting a systematic review of 78 studies, showing that gamification in cultural heritage settings—utilizing technologies such as augmented reality (AR), VR, and 3D reconstruction—consistently improves user engagement. These findings suggest that gamification attracts visitors by making the museum experience more interactive and participatory [6].
In addition to engagement, gamification has also been shown to enhance visitors’ sense of competence and motivation. Ref. [21] explored the impact of gamified and non-gamified VR learning environments in a cultural heritage setting and found that students in both environments improved in learning outcomes. However, the gamified group achieved significantly higher post-test scores, indicating greater learning gains. Notably, although there were no substantial differences in reported interest or effort between the two groups, students in the gamified environment reported higher levels of perceived competence, suggesting that gamification enhances their sense of achievement and learning effectiveness [21]. Despite the promising improvements in engagement and perceived competence, the influence of gamification on learning outcomes remains an area that requires further exploration. Ref. [19] noted that, although gamification increased engagement, its effect on learning outcomes in the digital twin museum was less pronounced [20]. Similarly, ref. [21] observed that both gamified and non-gamified groups improved in learning outcomes, but the margin of improvement was not overwhelmingly significant in terms of general interest or effort [21]. Thus, although gamification may create a more immersive and motivating environment, its direct influence on educational outcomes is less clear.
Overall, the literature indicates that gamification can be a valuable tool for virtual museums by enhancing visitor engagement, motivation, and perceived competence. However, while there is evidence that gamification can lead to improved learning outcomes, the degree to which it does so remains uncertain and may depend on the specific context and design of the gamified experience. Further research is necessary to explore how gamification can be optimized to maximize both educational benefits and visitor satisfaction in virtual museum environments.

2.2. Hedonic and Eudaimonic Experiences

The exploration of tourist happiness and well-being often centers around two types of experiences: hedonic and eudaimonic. Hedonic experiences focus on immediate pleasure, enjoyment, and satisfaction, emphasizing the reduction of negative emotions and the pursuit of fun [22,23]. On the other hand, eudaimonic experiences are related to personal growth, self-reflection, and the pursuit of meaning [23,24]. As Filep highlighted, tourist happiness is complex, combining both hedonic pleasure and eudaimonic fulfillment. While travelers may engage in activities for immediate gratification, they also seek meaningful and enriching experiences that contribute to long-term well-being [25]. Henderson and Knight suggested that some activities are purely hedonic, like visiting an amusement park, while others are strictly eudaimonic, such as engaging in a challenging adventure [26]. However, ref. [27] argued that VR tourism can promote both hedonic and eudaimonic experiences, particularly for residents in long-term care facilities (LTCF). Their research indicated that virtual tourism evokes feelings of happiness and joy, enhancing hedonic well-being. On the eudaimonic side, it highlights the role of flow states and personal growth in achieving deeper, more meaningful experiences. These virtual environments allow LTCF residents to participate in activities that provide a sense of purpose and fulfillment, key components of eudaimonic well-being [27]. Ref. [28] extended this discussion by examining flow theory, which emphasizes how individuals achieve an optimal mental state when they are deeply immersed in an activity that is both challenging and aligned with their skills. This flow state fosters personal growth, as individuals develop their abilities and experience fulfillment while engaged in the activity [28].
Recent research has also explored the potential of digital platforms such as VR and video games to foster both hedonic and eudaimonic outcomes. Ref. [29] investigated how awe experiences in video games can lead to different outcomes, depending on the source of awe. The findings suggest that nature-based awe—such as the beauty and vastness of natural environments—produced both hedonic (enjoyment) and eudaimonic (appreciation) responses. In contrast, awe experienced through human achievements in video games led primarily to eudaimonic outcomes, including a deeper understanding of human potential. This humanity-based awe also encouraged positive attitudes toward diverse groups, showing that eudaimonic experiences can contribute to social and cultural growth [29]. Ref. [30] examined how mindfulness, eudaimonic and hedonic experiences, and place attachment interact within the context of visiting a museum. Their research, involving 398 local museum visitors in Turkey, revealed that eudaimonic experiences significantly influenced both hedonic enjoyment and place attachment. This indicates that, when museum visitors engage deeply with exhibits and achieve personal meaning, they also report higher levels of enjoyment and attachment to the place. However, the authors noted that their study’s focus on a single cultural context could limit the generalizability of the results to other cultural settings or forms of leisure [30]. This highlights the importance of examining hedonic and eudaimonic experiences across different environments and populations. Table 1 presents an overall comparative analysis of studies on hedonic and eudaimonic well-being.
In conclusion, both hedonic and eudaimonic experiences have crucial roles in shaping individuals’ happiness and well-being in tourism, virtual reality, and cultural settings. The increasing use of VR and digital platforms holds promise in offering diverse opportunities for individuals to experience both forms of well-being. Further research is necessary to explore how these experiences can be optimized across different contexts.

2.3. Himmapan Creatures of Culture Heritage

Himmapan creatures are mythical beings deeply rooted in Thai folklore, representing a rich tapestry of cultural heritage. These creatures are often depicted as a fusion of various animal species, imagined by ancient artists to embody the mystical and symbolic elements of the natural world. They appear in numerous forms of Thai art and research, including sculptures [35,36], paintings [37], architectural designs [38], and literary works [39]. Each Himmapan creature is unique, with characteristics that often reflect the cultural and spiritual beliefs of Thai society, particularly in architectural designs, as shown in Figure 1. The figure depicts three prominent Himmapan creatures commonly found in Thai temple architecture, categorized by their main types and subtypes based on mythological classifications.
Himmapan creatures are meticulously categorized into main types and subtypes based on their distinct characteristics [19]. These categorizations highlight the diverse and complex nature of the creatures as imagined in Thai folklore. For example, fish-based creatures symbolize the importance of water in Thai culture, representing fluidity and life. Naga-based creatures, with their serpent-like features, are revered as powerful protectors in Buddhist traditions, embodying wisdom and strength. Other categories include bird-based creatures, known for their grace and connection to the spiritual realm, and lion-based creatures, symbolizing bravery and nobility. This systematic categorization allows for a deeper understanding of the cultural and symbolic roles that these mythical beings play within Thai heritage, as shown in Table 2.

3. HimmapanVR Project

3.1. The Purpose of HimmapanVR Project

The primary purpose of the HimmapanVR project is to create an immersive virtual reality experience that allows users to explore the mythological world of Himmapan creatures. This project serves multiple objectives, with cultural preservation being a key focus. By digitizing the Himmapan creatures and presenting them in a virtual museum, the digitalized objects—including paintings, archaeological artifacts, wall sculptures, digital paintings, and animations—are preserved for future generations. Additionally, HimmapanVR is designed as an educational resource, providing detailed information about each mythical creature. This makes it a valuable tool for students, researchers, and anyone interested in Thai culture. The project also includes a web-based digital collection that offers organized access to information about Himmapan creatures, tailored for educational purposes. The virtual nature of the museum removes geographical barriers, allowing people from all over the world to explore and learn about the Himmapan creatures, promoting Thai culture globally and encouraging cultural exchange and understanding. Moreover, the use of VR technology in the HimmapanVR project provides users with a highly immersive experience, enabling interaction with the exhibits in ways that are not possible in traditional museum settings [40]. This interactive element is crucial in enhancing user engagement, ensuring that the cultural heritage of Himmapan creatures is both preserved and appreciated in a modern context.

3.2. Design of Virtual Museum

The design of the HimmapanVR virtual museum is centered around creating an immersive and engaging experience that faithfully represents the mythological world of Himmapan creatures. The design process incorporates several key elements, including architectural layout and zoning, immersive design elements, educational and informative content, and user interface and navigation. Each of these aspects is described in detail below.

3.2.1. Architectural Layout and Zoning

The virtual museum within the HimmapanVR project is meticulously organized into four distinct zones, each offering a comprehensive visual and educational representation of different aspects of Himmapan mythology and Thai cultural heritage. Upon entering Zone A, users are welcomed into a space where the scene materializes in the center of the room, showcasing an exquisite collection of Himmapan animal paintings contributed by various renowned Thai artists. These paintings are prominently displayed on the central walls, providing a visually stunning introduction to the mythical creatures of the Himmapan forests. Moving into Zone B, visitors encounter wall sculptures that authentically depict various Himmapan animals, serving as digital representations of actual artworks found at the Roitawarabarn Baandhawalai Museum. This tangible connection to Thailand’s physical cultural heritage is further enhanced in Zone C, where an interactive and dynamic experience centered around Himmapan animals unfolds. Here, users engage with animations that bring the mythical creatures to life, offering an educational and immersive encounter. Finally, Zone D, located at the topmost part of the virtual museum, presents a majestic throne alongside the “Thai Dum book” from the reign of King Rama III, accompanied by a complete collection of seventy-seven types of creatures from the Himmapan forests. This zone underscores the grandeur and historical significance of Thailand’s cultural heritage, ensuring that visitors leave with a profound understanding of the cultural and mythical narratives that define the HimmapanVR experience. The architectural zoning and layout of the object interactions are shown in Figure 2.

3.2.2. Immersive Design Elements

To create a sense of presence and immersion, the HimmapanVR project leverages advanced VR technologies. The selection of immersive design elements was guided by the principles of presence, interaction, and engagement, ensuring that users experience a lifelike and meaningful connection with the cultural content. The use of high-quality 3D models ensures that each creature is rendered with meticulous detail, capturing the intricate designs and features that characterize these mythological beings. Additionally, interactive elements are integrated into the design, allowing users to engage with the exhibits through motion controllers. This interaction simulates real-world actions, such as picking up or rotating objects, enhancing the learning experience and deepening the user’s connection with the cultural content. These interactions were specifically designed to increase cognitive engagement and knowledge retention, aligning with research on interactive learning in virtual environments [41]. To further support immersion, spatial audio and environmental effects [42] were integrated, providing users with ambient temple sounds and adaptive feedback that enhances realism. These elements collectively create a highly engaging and educational virtual museum experience, as shown in Figure 3.

3.2.3. Educational and Informative Content

The most important aspect of designing the virtual museum is providing educational and informative content that aligns with the cultural heritage and mythological significance of Himmapan creatures. The selection of content was based on historical accuracy, cultural relevance, and user engagement potential, ensuring that visitors gain both knowledge and appreciation of Thai mythology. Each exhibit zone is enriched with detailed descriptions and background information about these creatures, presented through informative popups and audio guides. This content is carefully curated to offer historical context, cultural significance, and the mythological stories associated with the creatures. The designs of Zones A and D were specifically created to provide layered learning experiences, combining visual representations with narrative-driven educational modules that are easily accessible and enhance the overall experience, making the virtual museum a valuable resource for learning about Thai culture and mythology, as shown in Figure 4.

3.2.4. User Interface and Navigation

The user interface of the HimmapanVR virtual museum is designed to be intuitive and user-friendly, ensuring that users of all ages and technical backgrounds can navigate the virtual environment with ease. The design includes clear visual cues, interactive prompts, and a virtual character of Himmapan Marshmello, as shown in Figure 5, that guides users through the museum, helping them discover the different zones and exhibits. The navigation system is enhanced by the use of VR locomotion techniques, specifically Point & Teleport [43], allowing users to move seamlessly from one exhibit to another. These locomotion techniques were selected to provide a more comfortable and engaging exploration experience. The VR locomotion techniques are also illustrated in Figure 5.

3.3. Gamification for the Virtual Museum

To study the effects of gamification in a virtual museum setting, game design elements are employed to enhance user engagement, learning outcomes, and the overall psychological well-being experience. In the HimmapanVR project, gamification is strategically used to create both hedonic (pleasure-driven) and eudaimonic (meaning-driven) experiences. Each type of experience is crafted through specific game elements that cater either to the enjoyment and sensory pleasure of users or to their deeper emotional and intellectual engagement. An overview of the game element design in the gamified virtual museum is shown in Table 3.

3.4. Design for Hedonic Experiences

The design for hedonic experiences in the HimmapanVR virtual museum focuses on fostering enjoyment, pleasure, engagement, and satisfaction for users. Key game elements include points and scoring systems that reward users for actively participating in various activities, such as interacting with artifacts or engaging with informative displays. Mini puzzles are integrated throughout the museum, offering quick and enjoyable challenges related to the mythology of the Himmapan creatures, keeping the experience light-hearted and entertaining. A leaderboard system introduces a competitive aspect, allowing users to see how they rank against others in terms of participation and puzzle completion, which can further heighten engagement and motivation. Additionally, hidden secrets are embedded in the environment, encouraging users to discover artifacts and rewarding their curiosity and exploration. These elements collectively create a vibrant and engaging environment where users are driven by pleasure and excitement, as shown in Figure 6.

3.5. Design for Eudaimonic Experiences

In contrast, the design for eudaimonic experiences in the HimmapanVR virtual museum is centered around fostering deeper reflection, learning, and personal growth. Narrative-driven quests guide users through the rich stories and cultural significance of the Himmapan creatures, encouraging them to contemplate the deeper meanings behind these myths. To enhance this experience, a progress bar is introduced, allowing users to track their journey through the quests, providing a visual representation of their progress and encouraging them to complete the narrative journey. As users navigate moral dilemmas and make critical decisions, they earn achievements that signify their reflective engagement and ethical considerations, adding a sense of accomplishment to their intellectual exploration.
An avatar system is incorporated, allowing users to personalize their presence in the virtual museum, further enhancing the connection to the content and making the experience more immersive. As users reflect on the cultural insights they have gained and engage with personalized journey mapping, a ranking system may provide a comparative perspective, showing how their journey aligns with others in terms of depth of exploration and engagement. This combination of game elements allows users to leave the virtual museum with a sense of enrichment and intellectual fulfillment, having engaged with the content on a profound level. The design of game elements applied to eudaimonic experiences is shown in Figure 7 and Figure 8.

4. Research Methodology

This study employs a quasi-experimental design, adapted from [53], to compare the effects of gamification on visitor experiences in the HimmapanVR virtual museum. The research involves two groups: a control group, which interacts with a non-gamified version of the virtual museum, and an experimental group, which engages with a gamified version incorporating elements of gamification. The primary objective is to compare the effects between the two groups by evaluating differences in hedonic (pleasure-based) and eudaimonic (meaning-based) experiences, learning outcomes, and visitor engagement. This research was approved by the Chiang Mai University Research Ethics Committee.

4.1. Participants

The study involved a total of 70 participants, with 35 participants assigned to each of the two groups: the control group and the experimental group. Participants were recruited through face-to-face invitations extended to visitors of the Roitawarabarn Baandhawalai Museum. To ensure the well-being and comfort of the participants, only individuals with prior experience using virtual reality technology were selected. This criterion was implemented to minimize the risk of motion sickness, which can occur among users who are not accustomed to VR environments. The participants consisted of 37 males (52.9%) and 33 females (47.1%), ranging in age from 20 to 32 years old (M = 26.4, SD = 3.8). The selection process aimed to include a diverse range of visitors in terms of age and gender while ensuring their familiarity with VR technology. Participants were informed about the nature of the study and provided with consent forms, ensuring they understood their involvement and the use of their data for research purposes. The face-to-face recruitment method facilitated immediate engagement with potential participants, ensuring that those who agreed to participate had a genuine interest in the study, familiarity with VR, and a connection to the museum’s content.

4.2. Instrument

4.2.1. Gamified and Non-Gamified for the Visual Museum

To evaluate participants, two versions of the HimmapanVR virtual museum were developed: a gamified version and a non-gamified version, to assess the impact of gamification on user experience, engagement, and educational outcomes. The gamified version included game elements such as a points and scoring system for interacting with exhibits and completing tasks, a leaderboard to foster competition, and mini puzzles and hidden secrets to encourage exploration. Additionally, a progress bar and achievement system allowed users to track their journey and earn badges, enhancing their sense of accomplishment and personal growth. In contrast, the non-gamified version served as the control condition, offering the same educational content and exhibits without game elements. This version provided a traditional virtual museum experience, with standard navigation and no competitive or reward-based features, allowing for a direct comparison between the two approaches.

4.2.2. Hedonic and Eudaimonic Experience Questionnaires and Knowledge Acquisition Questionnaire

The Hedonic and Eudaimonic Experience Questionnaires were designed and adapted from [30] to assess the range of emotional and meaningful experiences participants derived from the virtual museum visit. The Hedonic Experience Questionnaire focused on measuring immediate emotional responses, such as enjoyment, pleasure, engagement, and overall satisfaction with the experience. Participants rated their feelings on a five-point Likert scale, ranging from “strongly disagree” to “strongly agree”, allowing for a quantitative analysis of their hedonic experience. The Eudaimonic Experience Questionnaire, on the other hand, aimed to evaluate the meaningfulness and personal growth participants experienced during the visit. This instrument assessed aspects of meaning, reflection, personal growth, and learning derived from the experience also using a five-point Likert scale. Both questionnaires were adapted from existing validated scales, ensuring reliability and validity in capturing the hedonic and eudaimonic aspects of the participants’ experience within the context of the study. The Hedonic and Eudaimonic Experience Questionnaires are shown in Appendix A.
The Knowledge Acquisition Questionnaire was developed to assess participants’ learning outcomes and retention of information gained during their experience in the HimmapanVR virtual museum. This questionnaire was designed to measure the effectiveness of both the gamified and non-gamified versions of the museum in facilitating knowledge acquisition related to the cultural heritage of Himmapan creatures. The questionnaire consists of 20 items and was developed by a lecturer from Chiang Mai University and the curator of the Roitawarabarn Baandhawalai Museum. To ensure reliability, the Cronbach’s alpha (α) was calculated at 0.85, indicating a high internal consistency. Content validity was confirmed through expert review, while construct validity was supported by exploratory factor analysis, verifying a single-factor structure.

4.3. Digital Data of User Behavior

Behavioral data analysis was conducted to complement the self-reported measures with objective data on participants’ interactions within the virtual museum. This analysis included metrics such as the time spent on different tasks, navigation paths within the virtual environment, and the frequency and nature of interactions with specific content. The behavioral data were collected automatically through the VR system, ensuring accurate and detailed tracking of participants’ actions. This data were then analyzed to identify patterns of behavior that corresponded with hedonic and eudaimonic experiences, as well as flow states. The combination of behavioral data with the questionnaire responses provided a comprehensive understanding of how participants engaged with the virtual museum. User behavior data were captured using built-in tracking features of the VR system, which recorded participant movements, interaction logs, and engagement times in each zone of the virtual museum. The VR system automatically logged user interactions in real-time, including object interactions, exhibit viewing duration, and locomotion patterns. All behavioral data were stored in a secure database and later analyzed to compare engagement levels between the gamified and non-gamified groups.

4.4. Research Procedure

The research was conducted following a structured four-step process, ensuring a comprehensive analysis of the effects of a gamified versus non-gamified virtual museum experience on participants’ hedonic and eudaimonic experiences. An overview of the procedure is shown in Figure 9. However, to ensure there were no serious issues during the experiment, a pilot test was conducted with five participants to verify the clarity of the instructions, the usability of the VR system, and the effectiveness of the research instruments. These participants were selected using the same inclusion criteria as the main study but were not included in the final dataset. The pilot test aimed to identify potential technical or procedural issues that could affect participant engagement or data collection.
Recruitment of Participants: Participants were recruited through face-to-face invitations extended to visitors of the Roitawarabarn Baandhawalai Museum. A total of 70 participants were selected, with 35 participants assigned to each group: the gamified virtual museum group and the non-gamified virtual museum group. To ensure the well-being of the participants, only individuals with prior experience using virtual reality technology were selected, thus minimizing the risk of motion sickness.
Briefing: Prior to the experiment, all participants were thoroughly briefed on the research objectives and procedures. They were informed about the specific nature of the virtual museum experience they would undergo, including the differences between the gamified and non-gamified versions. Informed consent was obtained from all participants to ensure their understanding and voluntary participation in the study.
Field Test: Participants were then divided into their respective groups. The gamified virtual museum group engaged with a version of the virtual museum that incorporated gamified elements, with a specific focus on hedonic and eudaimonic experiences. In contrast, the non-gamified virtual museum group experienced the virtual museum in a traditional format, without any gamification features, allowing for a linear and more conventional exploration. Both groups completed their respective virtual museum experiences using VR headsets, with the duration of the experience and the tasks presented within the VR environment standardized across both groups to ensure consistency. This field test allowed for a participation time of at least 15 min but no more than 2 h. Participants of the experiment are shown in Figure 10.
Post-Assessment: Following the virtual museum experience, participants were administered a series of questionnaires designed to measure their hedonic and eudaimonic experiences, as well as their knowledge acquisition and behavioral engagement during the VR session. These questionnaires were integral in assessing the hedonic and eudaimonic experiences, learning outcomes, and behavioral engagement outcomes of the different virtual museum experiences.

5. Data Analysis of the Results

5.1. Results of the Hedonic and Eudaimonic Experiences

The results of participants’ hedonic experiences in both the gamified and non-gamified versions of the HimmapanVR virtual museum, as presented in Table 4, revealed significant differences in several areas. Independent samples t-tests were conducted to compare the mean scores of the Hedonic Experience Questionnaire between the two groups, following confirmation of data normality using the Shapiro–Wilk test. The findings indicated that participants in the gamified virtual museum group reported significantly higher levels of enjoyment (mean (M) = 3.71, standard deviation (SD) = 1.07, t = −2.013, p = 0.048), engagement (M = 3.82, SD = 0.95, t = −2.297, p = 0.025), and satisfaction (M = 3.54, SD = 0.74, t = −2.456, p = 0.017) compared to the non-gamified group, which had lower corresponding mean scores. These differences were statistically significant, as indicated by p-values less than 0.05. Although participants in the gamified group also reported slightly higher pleasure (M = 3.57, SD = 0.97) than those in the non-gamified group (M = 3.45, SD = 0.98), this difference was not statistically significant (t = −0.488, p = 0.627). In summary, the gamified version of the virtual museum significantly enhanced the hedonic experiences of using the HimmapanVR virtual museum, particularly in terms of enjoyment, engagement, and satisfaction.
In terms of eudaimonic experiences, both the gamified and non-gamified versions of the HimmapanVR virtual museum, as shown in Table 5, did not reveal statistically significant differences across the measured aspects. Independent samples t-tests, conducted after confirming data normality with the Shapiro–Wilk test, showed that the gamified virtual museum group had slightly higher mean scores in meaning (M = 3.14, SD = 0.87), reflection (M = 3.51, SD = 0.88), personal growth (M = 2.97, SD = 1.09), and learning (M = 3.68, SD = 0.90) compared to the non-gamified group, which scored meaning (M = 3.05, SD = 0.96), reflection (M = 3.17, SD = 1.17), personal growth (M = 2.94, SD = 0.76), and learning (M = 3.42, SD = 1.11). However, these differences were not statistically significant, with p-values of 0.699, 0.173, 0.900, and 0.293, respectively. Thus, while the gamified version tended to yield slightly higher scores, the gamified elements did not significantly enhance the eudaimonic experiences of participants in the HimmapanVR virtual museum.

5.2. Results of the Knowledge Acquisition Questionnaire

The analysis of the Knowledge Acquisition Questionnaire, as shown in Table 6, compared the learning outcomes of participants in the gamified and non-gamified versions of the HimmapanVR virtual museum using independent samples t-tests. The results revealed that participants in the gamified virtual museum group had a higher mean post-test score (M = 11.22, SD = 3.30) compared to those in the non-gamified virtual museum group (M = 9.82, SD = 3.05). However, a t-value of −1.840 and a p-value of 0.070 indicate that, while the gamified version of the virtual museum led to a higher mean score in knowledge acquisition, this difference did not reach statistical significance, as it did not meet the conventional threshold of p < 0.05. Therefore, although the gamified elements appeared to enhance knowledge acquisition to some extent, the difference between the two groups was not statistically significant.

5.3. Result of Digital Data of User Behavior

The analysis of digital data on user behavior within the HimmapanVR virtual museum was based on the positions where participants stayed in each zone, allowing for a comparison of the engagement time spent in each zone and the total time between both groups, as shown in Table 7. Participants in the gamified virtual museum spent significantly more time in each zone compared to those in the non-gamified virtual museum. In Zone A, the gamified group recorded a total duration of 567 min, averaging 16.20 min per participant, whereas the non-gamified group spent a total of 363 min, averaging 10.37 min per participant. A similar pattern was observed in Zone B, where the gamified group spent 248 min (7.08 min per participant) compared to 172 min (4.91 min per participant) in the non-gamified group.
In Zone C, the difference in engagement was less pronounced, with the gamified group spending 255 min in total (7.28 min per participant) compared to 250 min (7.14 min per participant) in the non-gamified group. In Zone D, the gamified group spent 122 min in total (3.48 min per participant), while the non-gamified group spent 97 min (2.77 min per participant). Overall, the total time spent across all zones (A, B, C, and D) was higher for the gamified virtual museum, with a cumulative duration of 1192 min (averaging 34.05 min per participant) compared to 882 min (averaging 25.20 min per participant) in the non-gamified version. The user behavior data indicate that the gamified elements significantly increased the time participants engaged with the virtual museum, suggesting a higher level of interaction and immersion in the gamified environment.
The density maps presented in Figure 11 visually illustrate the differences in user behavior between the gamified and non-gamified virtual museums. These maps were generated using spatial interaction data, which recorded participant movements and time spent in different areas of the virtual museum. The density values were calculated based on interaction frequency and duration, with kernel density estimation applied to produce a smooth heatmap representation. The maps highlight areas where participants spent the most time, with warmer colors (red and yellow) indicating higher engagement. The gamified virtual museum exhibited more concentrated engagement across various zones, particularly in Zone A, where interactive elements were most prominent. In contrast, the non-gamified version showed less overall density, with participants spending less time in key areas. These visualizations support the data, emphasizing the impact of gamified elements on increasing both time spent and engagement in the virtual environment.

6. Discussion

6.1. Gamification Effects on Hedonic and Eudaimonic Experiences in the Virtual Museum

The analysis of the Hedonic Experience Questionnaire, which assessed participants’ experiences in the virtual museum, revealed that the integration of gamification elements into the HimmapanVR virtual museum significantly influenced the hedonic experiences of participants (RQ1), as reflected in the study’s results shown in Table 4. The gamified virtual museum group reported statistically higher levels of hedonic experience in the dimensions of enjoyment, engagement, and satisfaction compared to the non-gamified group. To the best of our knowledge, few studies have directly compared gamification in the context of virtual museums. However, the results align with key findings from previous studies that assessed hedonic experiences in virtual museums with gamification, particularly in terms of enjoyment and engagement [54,55] as well as antecedents of satisfaction in museums [56]. The benefits of applying gamification concepts extend beyond virtual museums, supporting hedonic experiences in virtual art exhibitions within the metaverse as well [57,58].
The impact of gamification on eudaimonic experiences was less pronounced (RQ2). While the gamified group showed slightly higher mean scores in the aspects of meaning, reflection, personal growth, and learning, these differences were not statistically significant. Although previous studies have identified factors that support eudaimonic experiences in museums, such as mindfulness [30,59] and tourist experiences [60,61,62], the influence of gamification on these deeper, more meaningful experiences appears to be limited. Gamification can enhance the hedonic appeal of a virtual museum, but its ability to significantly impact eudaimonic experiences may be constrained. Eudaimonic experiences, which involve personal growth and reflection, might require more than just gamified elements to be meaningfully enhanced. It is likely that the intrinsic qualities of the content itself, such as the depth of cultural narratives and opportunities for personal reflection, play a more crucial role in fostering these deeper experiences.

6.2. Visitor Engagement and Behavior in Gamified Virtual Museums

The analysis of learning outcomes related to the incorporation of gamification into virtual museum environments (RQ3) revealed a slight improvement in learning outcomes for the gamified group; however, this difference was not statistically significant, as shown in Table 6. Although the gamified group demonstrated higher mean scores on the post-test assessments, the results did not reach statistical significance. This finding aligns with some prior research that found no significant difference in learning outcomes when comparing gamified and non-gamified virtual museums in the context of cultural heritage [63,64]. However, other studies have reported a positive impact of gamification on learning outcomes [65,66], suggesting that the effects of gamification on educational results may vary depending on the specific context and implementation. The variability in results may be attributed to the complexity of the tasks presented in the museum [67], with some museums presenting content that is more challenging to understand, such as historical [68] or political contexts, where certain game elements, such as leaderboards or social cooperation, can enhance the learning process by motivating participants to engage more deeply and try harder, driven by a sense of competition to outperform others [69].
The digital data on user behavior, which measured visitor engagement (RQ4), showed a significant enhancement in the gamified virtual museum. Participants in the gamified environment spent more time exploring the exhibits in almost all the zones, except Zone C, as shown in Table 7, and interacted with the content in a more dynamic and involved manner compared to those in the non-gamified group. The reduced time spent in Zone C may be attributed to the fact that this zone featured animations of Himmapan creatures with fewer gamified elements compared to the other zones. This increased level of engagement fosters a more immersive experience that encourages deeper exploration and active participation. The increased time spent by participants is likely due to gamification tapping into intrinsic motivations, such as curiosity and achievement [70]. By creating a more compelling and interactive environment, gamified virtual museums can ultimately lead to a richer and more impactful visitor experience while also empowering visitors with more meaningful museum experiences [71]. Our findings in the Himmapan animal visual museum align with those of other studies, such as BIOPARC Valencia (a zoological park) [72], TouchTomb (Art and History Museum in Brussels) [70], and FabricVR of Wieng Yong House [73].

7. Conclusions and Future Work

7.1. Summary of the Findings

The study investigated the effects of gamification on hedonic and eudaimonic experiences, learning outcomes, and engagement in a virtual museum setting. The findings indicate that gamification significantly enhanced hedonic experiences (i.e., enjoyment, engagement, and satisfaction), but its impact on eudaimonic experiences (i.e., personal growth and reflection) was not statistically significant. Similarly, while knowledge acquisition scores were higher in the gamified version of the virtual museum, this difference did not reach statistical significance (p = 0.070). However, the behavioral analysis demonstrated that gamification increased visitor engagement and time spent interacting with the exhibits, suggesting its potential for improving immersive and interactive learning in virtual cultural heritage environments.

7.2. Challenges and Limitations

This study had several limitations. First, the sample size (N = 70), while sufficient for an initial analysis, may have limited the ability to detect small but meaningful differences in eudaimonic experiences and knowledge acquisition. Second, the study was conducted within a specific cultural and thematic context (Himmapan creatures in Thai heritage), which may limit the generalizability to other virtual museum settings. Additionally, while gamification increased engagement, not all the game elements contributed equally, highlighting the need for further refinement of interactive features.

7.3. Implications and Future Work

The findings have important implications for virtual museum design. Developers should consider carefully selecting gamification elements that balance engagement with deep learning and cultural appreciation. Future research should explore longitudinal studies to assess the long-term impact of gamified virtual museums on knowledge retention. Additionally, investigating alternative game mechanics, such as collaborative experiences or adaptive gamification, may provide deeper insights into optimizing both hedonic and eudaimonic engagement.

Author Contributions

Conceptualization, S.S. and K.P.; methodology, S.S. and K.P.; software, S.K.; validation, K.I., S.S. and K.P.; formal analysis, K.P.; investigation, K.I.; resources, K.I.; data curation, N.W.; writing—original draft preparation, K.P. and N.W.; writing—review and editing, K.P.; visualization, S.K.; supervision, K.P.; project administration, K.I. All authors have read and agreed to the published version of the manuscript.

Funding

This research was partially supported by Chiang Mai University.

Institutional Review Board Statement

The study was conducted in accordance with the Declaration of Helsinki and approved by the Institutional Review Board of the Chiang Mai University Research Ethics Committee (protocol code: CMU REC No. 66/301 and approval date: 26 October 2023).

Informed Consent Statement

Informed consent was obtained from all subjects involved in the study.

Data Availability Statement

The data presented in this study are available upon request from the corresponding author due to restrictions. The data are not publicly available.

Conflicts of Interest

No potential conflicts of interest were reported by the authors.

Appendix A. Quantitative Questionnaire

Table A1. Hedonic Experience Questionnaire.
Table A1. Hedonic Experience Questionnaire.
DimensionQuestionnaire
EnjoymentI found the virtual museum to be enjoyable.
The experience was fun and entertaining.
I felt a sense of excitement while exploring the virtual museum.
PleasureThe visual design of the virtual museum was appealing to me.
I felt relaxed and at ease during my visit to the virtual museum.
EngagementI was fully engaged while navigating the virtual museum.
The interactivity of the virtual museum kept me interested.
SatisfactionI felt satisfied with the overall experience.
The experience met my expectations for a virtual museum visit.
I would recommend this virtual museum to others for entertainment purposes.
Table A2. Eudaimonic Experience Questionnaire.
Table A2. Eudaimonic Experience Questionnaire.
DimensionQuestionnaire
MeaningI found the virtual museum experience to be meaningful.
I felt that the virtual museum helped me to better appreciate the cultural or historical significance of the exhibits.
I felt a strong connection to the cultural or historical content of the museum.
ReflectionThe exhibits made me think deeply about the topics presented.
The experience encouraged me to reflect on my own knowledge or beliefs.
Personal GrowthI felt that my visit had a lasting impact on my understanding of the subject matter.
The experience contributed to my personal growth.
LearningI learned something new during my visit to the virtual museum.
I gained valuable insights that I can apply to my everyday life.
The virtual museum experience was enriching and intellectually stimulating.

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Figure 1. Himmapan animal designs in Thai architectural cultural heritage. (Left) Naga, classified as a fish- and amphibian-based creature, with the subtype Naga-based, symbolizing protection and spiritual connection. (Middle) Garuda, classified as a two-legged creature, with the subtype bird-based, representing power and serving as the mount of Vishnu. (Right) Singha, classified as a four-legged creature, with the subtype lion-based, symbolizing strength and protection at temple entrances.
Figure 1. Himmapan animal designs in Thai architectural cultural heritage. (Left) Naga, classified as a fish- and amphibian-based creature, with the subtype Naga-based, symbolizing protection and spiritual connection. (Middle) Garuda, classified as a two-legged creature, with the subtype bird-based, representing power and serving as the mount of Vishnu. (Right) Singha, classified as a four-legged creature, with the subtype lion-based, symbolizing strength and protection at temple entrances.
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Figure 2. Architectural zoning (left) and layout of the object interactions (right).
Figure 2. Architectural zoning (left) and layout of the object interactions (right).
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Figure 3. Interactive elements of objects in the virtual museum using motion controllers.
Figure 3. Interactive elements of objects in the virtual museum using motion controllers.
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Figure 4. Exhibit providing educational and informative content on mythological stories.
Figure 4. Exhibit providing educational and informative content on mythological stories.
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Figure 5. The virtual character of Himmapan Marshmello (left), and locomotion techniques of Point & Teleport (right).
Figure 5. The virtual character of Himmapan Marshmello (left), and locomotion techniques of Point & Teleport (right).
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Figure 6. Design of game elements: leaderboard (left) and mini puzzle (right) for hedonic experiences.
Figure 6. Design of game elements: leaderboard (left) and mini puzzle (right) for hedonic experiences.
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Figure 7. Design of game elements: map progress bar (left) and achievements (right) for eudaimonic experiences.
Figure 7. Design of game elements: map progress bar (left) and achievements (right) for eudaimonic experiences.
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Figure 8. Design of game elements: avatar and profile system for eudaimonic experiences.
Figure 8. Design of game elements: avatar and profile system for eudaimonic experiences.
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Figure 9. Overview of the research procedure.
Figure 9. Overview of the research procedure.
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Figure 10. Participants of the experimental test.
Figure 10. Participants of the experimental test.
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Figure 11. Comparison of density maps for user behavior spent time between the non-gamified virtual museum (left) and gamified virtual museum groups (right).
Figure 11. Comparison of density maps for user behavior spent time between the non-gamified virtual museum (left) and gamified virtual museum groups (right).
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Table 1. Comparative analysis of studies on hedonic and eudaimonic outcomes.
Table 1. Comparative analysis of studies on hedonic and eudaimonic outcomes.
Author/YearObjectivesPopulationMain FactorsFindings
Lee and Jeong [31]To explore if hedonic is necessary for eudaimonia in the context of tourist experiences201 international travelersHedonic and eudaimonic experiencesHedonia is necessary but not sufficient for eudaimonia. Positive effect is essential for eudaimonic experiences
Cai, Ma, and Lee [32]To explore the Arctic tourism experience of Chinese independent travelers from both hedonic and eudaimonic perspectives12 blogs written by Chinese travelers about their Arctic experiencesHedonic and eudaimonic experiencesHedonic experiences involved novelty and excitement; eudaimonic involved personal growth and challenge
Park and Ahn [33]To investigate the impact of hedonic and eudaimonic tourism happiness on tourists’ overall life satisfaction736 South Korean touristsHedonic and eudaimonic happiness, life satisfactionEudaimonic happiness had a stronger and lasting impact on life satisfaction than hedonic happiness
Karagöz, Kama, and Uysal [30]To examine the relationships among visitors’ mindfulness, eudaimonic and hedonic experiences, place attachment, and loyalty in the context of museum visits398 museum visitors (Turkey)Mindfulness, eudaimonic and hedonic experiences, place attachment, loyalty, flowMindfulness positively affects both eudaimonic and hedonic experiences. Eudaimonic experiences boost hedonic ones and enhance place attachment, leading to greater loyalty
Y.-J. Lee [34]To examine the relationships between destination fascination, well-being (eudaimonic and hedonic experiences), and behavioral intention in heritage tourism376 Taiwanese touristsDestination fascination, hedonic and eudaimonic experiencesBoth eudaimonic and hedonic experiences positively influenced behavioral intention; hedonic had a stronger impact
Table 2. The categories of Himmapan creatures main types and subtypes.
Table 2. The categories of Himmapan creatures main types and subtypes.
Main Types of CreaturesSubtypesCharacteristic
Fish and Amphibian-basedFish-basedAquatic creatures with elegant and fluid forms, often symbolizing purity and the essential nature of water in life. They are typically adorned with intricate scales and flowing fins.
Crab-basedArmored creatures known for their hard exoskeletons and powerful claws, representing strength, protection, and the ability to withstand challenges.
Naga-basedSerpentine beings with elongated bodies and mystical scales, often depicted with a menacing yet protective aura, symbolizing guardianship and wisdom.
Two-legged CreaturesMonkey-basedAgile and mischievous creatures with long tails and expressive faces, embodying playfulness, intelligence, and the dynamic energy of life.
Bird-basedWinged creatures known for their grace and freedom, characterized by sharp beaks and feathers, symbolizing spiritual ascension and the connection between heaven and earth.
Human-basedAnthropomorphic beings possessing human-like features but with supernatural elements, symbolizing the blend of mortal and divine qualities, often portrayed as protectors or guides.
Four-legged CreaturesGhilen-basedLarge, imposing creatures with muscular bodies, often depicted as guardians with a fierce and protective demeanor, symbolizing vigilance and strength.
Deer-basedGraceful and delicate creatures with slender bodies and antlers, representing gentleness, peace, and a deep connection with nature.
Lion-basedMajestic creatures with powerful, muscular builds and regal manes, symbolizing bravery, nobility, and leadership, often seen as protectors of sacred spaces.
Horse-basedSleek and strong creatures with elegant forms, embodying speed, grace, and the beauty of movement, often associated with nobility and valor.
Rhino-basedRobust and armored creatures with thick skin and prominent horns, representing resilience, fortitude, and the ability to overcome adversity.
Elephant-basedLarge and wise creatures adorned with intricate designs, symbolizing strength, wisdom, and the revered status of elephants in Thai culture.
Cattle-basedSturdy and dependable creatures inspired by cows and bulls, symbolizing prosperity, fertility, and the agricultural roots of Thai society.
Canine-basedLoyal and protective creatures with a strong, vigilant presence, symbolizing trustworthiness, fidelity, and the role of guardianship.
Crocodile-basedResilient and adaptive creatures with tough skin and sharp teeth, representing survival instincts, adaptability, and the primal forces of nature.
Table 3. Game elements design in the gamified virtual museum.
Table 3. Game elements design in the gamified virtual museum.
Game ElementsDesign AspectDefinitionDesign in Gamified Virtual Museum
point and scoringHedonic EngagementA system where users earn points for completing activities or tasks, providing instant feedback [44,45].Used to reward users for participating in exhibits, such as interacting with objects or completing tasks.
LeaderboardHedonic
Competition
Satisfaction		A ranking system that displays user scores, fostering competition among participants [44,45].Displays user rankings based on points scored, encouraging users to engage more deeply with the content and create the sense of competition.
mini puzzleHedonic
Entertainment		Quick, engaging challenges that provide entertainment and a sense of accomplishment [46].Integrated into various exhibits, offering users enjoyable puzzles related to the mythology of Himmapan creatures.
hidden secretHedonic
Enjoyment
Exploration		Hidden elements or rewards discovered through exploration, enhancing curiosity and engagement [47,48].Users are encouraged to discover hidden artifacts or secret areas, providing a sense of excitement and achievement.
Progress barEudaimonic
Personal Growth		A visual indicator that tracks user progress through tasks or narratives, motivating completion [49,50]. Guides users through narrative-driven quests, helping them track their journey and encouraging deeper exploration.
Badge and AchievementEudaimonic
Learning
Meaning		Rewards earned for achieving milestones, reflecting users’ engagement and accomplishments [44,45].Awarded for completing reflective tasks, such as making ethical decisions or fully exploring cultural content.
AvatarEudaimonic
Identity and Growth		A personalized character that represents the user within the virtual environment [50,51].Allows users to customize their virtual presence, enhancing connection and immersion in the museum experience.
RankingEudaimonic
Reflective Comparison		A system that ranks users based on their engagement and depth of interaction [52].Provides a comparative perspective, showing users how their reflective journey aligns with others in terms of depth and engagement.
Table 4. Results of the hedonic experience analyzed using independent samples t-tests.
Table 4. Results of the hedonic experience analyzed using independent samples t-tests.
Hedonic QuestionnairesGroupNMean Score (SD)tp-Value
EnjoymentNon-Gamified Virtual Museum353.22 (0.94)−2.0130.048
Gamified Virtual Museum353.71 (1.07)
PleasureNon-Gamified Virtual Museum353.45 (0.98)−0.4880.627
Gamified Virtual Museum353.57 (0.97)
EngagementNon-Gamified Virtual Museum353.25 (1.12)−2.2970.025
Gamified Virtual Museum353.82 (0.95)
SatisfactionNon-Gamified Virtual Museum353.11 (0.71)−2.4560.017
Gamified Virtual Museum353.54 (0.74)
Table 5. Results of the eudaimonic experience analyzed using independent samples t-tests.
Table 5. Results of the eudaimonic experience analyzed using independent samples t-tests.
Eudaimonic QuestionnairesGroupNMean Score (SD)tp-Value
MeaningNon-Gamified Virtual Museum353.05 (0.96)−0.3880.699
Gamified Virtual Museum353.14 (0.87)
ReflectionNon-Gamified Virtual Museum353.17 (1.17)−1.3780.173
Gamified Virtual Museum353.51 (0.88)
Personal GrowthNon-Gamified Virtual Museum352.94 (0.76)−0.1260.900
Gamified Virtual Museum352.97 (1.09)
LearningNon-Gamified Virtual Museum353.42 (1.11)−1.0590.293
Gamified Virtual Museum353.68 (0.90)
Table 6. Results of the Knowledge Acquisition Questionnaire analyzed using independent samples t-tests.
Table 6. Results of the Knowledge Acquisition Questionnaire analyzed using independent samples t-tests.
GroupNPost-TestSDtp-Value
Non-Gamified Virtual Museum359.823.05−1.8400.070
Gamified Virtual Museum3511.223.30
Table 7. Digital data on user behavior spent time between both groups.
Table 7. Digital data on user behavior spent time between both groups.
Non-Gamified Virtual MuseumGamified Virtual Museum
Total Duration (min)Average Duration per Participant (min)Total Duration (min)Average Duration per Participant (min)
Zone A36310.3756716.20
Zone B1724.912487.08
Zone C2507.142557.28
Zone D972.771223.48
Total times (A, B, C, D)88225.2119234.05
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MDPI and ACS Style

Sangamuang, S.; Wongwan, N.; Intawong, K.; Khanchai, S.; Puritat, K. Gamification in Virtual Reality Museums: Effects on Hedonic and Eudaimonic Experiences in Cultural Heritage Learning. Informatics 2025, 12, 27. https://doi.org/10.3390/informatics12010027

AMA Style

Sangamuang S, Wongwan N, Intawong K, Khanchai S, Puritat K. Gamification in Virtual Reality Museums: Effects on Hedonic and Eudaimonic Experiences in Cultural Heritage Learning. Informatics. 2025; 12(1):27. https://doi.org/10.3390/informatics12010027

Chicago/Turabian Style

Sangamuang, Sumalee, Natchaya Wongwan, Kannikar Intawong, Songpon Khanchai, and Kitti Puritat. 2025. "Gamification in Virtual Reality Museums: Effects on Hedonic and Eudaimonic Experiences in Cultural Heritage Learning" Informatics 12, no. 1: 27. https://doi.org/10.3390/informatics12010027

APA Style

Sangamuang, S., Wongwan, N., Intawong, K., Khanchai, S., & Puritat, K. (2025). Gamification in Virtual Reality Museums: Effects on Hedonic and Eudaimonic Experiences in Cultural Heritage Learning. Informatics, 12(1), 27. https://doi.org/10.3390/informatics12010027

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