Implementation of Serious Games as an Interactive Media to Improve

Fullball Recognition

Nicholas Martin, Raffel Nathanael, Thomas Aquinas Rai Tambas and Galih Dea Pratama

Game Application & Technology Program, Computer Science Department, School of Computer Science,

Bina Nusantara University, Jakarta, Indonesia

Keywords: Fullball, Serious Game, Sport Awareness, Interactive Media, Game Development Life Cycle.

Abstract: Fullball is a new sport from Indonesia combining elements of basketball and football, and it is currently facing

a problem where it remains largely unknown to the public throughout the world, even in Indonesia where the

sport is created, though there are communities dedicated to this sport in several cities in Indonesia. Serious

game is a game that educate and train people for the sake of fixing real-world problems. This study proposes

a serious game as an interactive medium to introduce Fullball and improve public understanding of its rules

and benefits. Developed using the Game Development Life Cycle (GDLC) method with Unity and Blender,

the game’s effectiveness is evaluated through a Game Experience Questionnaire (GEQ). The results are

expected to prove the effectiveness of serious game as a media to promote and spread word about Fullball to

the public. The pre-test and post-test questionnaire showed a significant improvement of the respondents

understanding of Fullball’s rules after playing Fullball Madness, with the pre-test questionnaire having a mean

of 42.90% correct answer regarding Fullball’s knowledge questions which increases to 87.41% from post-test

questionnaire data after playing Fullball Madness, this is the first sign that shows that the Fullball serious

game is effective.

1 INTRODUCTION

Sports play a vital role in human life, offering both

entertainment and physical benefits (Abdullah,

2023). Among the many types of sports worldwide,

Fullball is a newly developed sport from Indonesia

that combines elements of basketball and football.

Players can score by either kicking the ball into a goal

or throwing it onto a small board above the goal (the

"target"). Each team consists of five players, assigned

specific roles: hustler, midlaner, sideliner, and

frontliner (IDN Times & Alatas, 2024).

Despite its unique concept, Fullball remains

largely unknown—even within Indonesia, its country

of origin. While small communities exist in cities like

Jakarta and Bandung, broader public awareness is

still minimal. Most people have never heard of

Fullball, and those who have often lack interest or

understanding due to limited access to clear rules and

information (IDN Times & Alatas, 2024).

With the advancement of digital technology,

serious games offer a promising solution to increase

awareness. A serious game is a digital application

designed for educational purposes while maintaining

entertaining gameplay (Kane, 2021). Several studies

have proven the effectiveness of serious games in

education and physical training. Examples include:

games used to teach physics (Richter & Kickmeier-

Rust, 2025), promote wellness through exergaming

(Sinnemäki et al., 2025), enhance surgical training

(Topalli et al., 2025), and improve physical education

using gamified methods (El-Tanahi et al., 2023)

(Sotos-Martínez et al., 2023). These examples show

how gamification can support learning and

engagement in various fields.

This study aims to apply that concept to Fullball

by developing a serious game called Fullball

Madness to introduce and explain the sport to the

public (Ferriz-Valero et al., 2020), (Camacho-

Sánchez et al., 2023). The research evaluates the

game's effectiveness in raising awareness and

explores its potential to increase public interest

(Richter & Kickmeier-Rust, 2025), (Feng et al.,

2023). The expected outcomes include both

theoretical contributions to sports promotion through

digital media (Abdullah, 2023) and practical

recommendations for developers and sports

Martin, N., Nathanael, R., Rai Tambas, T. A. and Pratama, G. D.

Implementation of Serious Games as an Interactive Media to Improve Fullball Recognition.

DOI: 10.5220/0014363900004928

Paper published under CC license (CC BY-NC-ND 4.0)

In Proceedings of the 1st International Conference on Research and Innovations in Information and Engineering Technology (RITECH 2025), pages 175-183

ISBN: 978-989-758-784-9

175

communities in using games as promotional tools

(Kane, 2021), (Richter & Kickmeier-Rust, 2025).

2 METHODOLOGY

This section will explain the methods used for the

research on this paper. There are two methods, the

development method, which will explore the multiple

stages of creating a serious game; And the next one is

evaluation method which will evaluate through

multiple questionnaires.

2.1 Development Method

The development of the Fullball serious game

follows the Game Development Life Cycle (GDLC),

a structured framework that ensures a systematic and

organized development process. GDLC consists of

several stages: Concept, Pre-production, Production,

Testing, Release, and Post-release (Luay, Asriyanik,

& Apriandari, 2024), (Ariyana et al., 2022). This

research focuses on the stages up to the Testing phase,

as the game has not yet been publicly released. Figure

1 illustrates the adapted GDLC workflow used in this

study.

1. Concept Stage: In this phase, the core

vision of Fullball was established: to

introduce and promote the sport of Fullball

to local communities, with teenagers as the

primary target audience. The game was

designed for the PC platform to maximize

accessibility and ease of testing.

2. Pre-production Stage: The team created a

Game Design Document (GDD) outlining

gameplay mechanics, level structure, and

visual design concepts. The MDA

framework was adopted to align game

mechanics, player dynamics, and aesthetic

goals. Key technologies and tools—Unity

for game development and Blender for 3D

modeling—were selected during this stage.

3. Production Stage: The game was

developed using Unity, while Blender was

used to create and refine 3D assets. Core

features such as scoring system, character

movement, multiplayer mode were

implemented in this phase.

4. Testing Stage: Testing was conducted

iteratively. The development team initially

tested the game internally, followed by

informal external testing involving peers.

Feedback from testers was used to identify

bugs, refine mechanics, and adjust visual

elements, and the process was repeated until

the game reached a satisfactory level of

quality.

5. Release and Post-release: As this project

remains in the testing stage, the game has not

yet been publicly released. Post-release

updates and player-driven iterations will be

considered in future development.

Figure 1: Game Development Method Flowchart.

The project started with defining objectives and

core mechanics. In pre-production, gameplay and

visuals were designed. Unity was used to develop the

game, while Blender handled 3D modeling and

animation (Luay, Asriyanik, & Apriandari, 2024).

2.2 Evaluation Method

A multi-group GEQ evaluation with pre- and post-

tests is used to assess the game’s effectiveness in

increasing Fullball’s recognition (Figure 2).

Respondents are aged 18–35, and the evaluation

occurs in three phases.

Figure 2: Evaluation Method Flowchart.

1. Pre-test: Respondents will be asked to complete

a questionnaire regarding their knowledge of

Fullball before playing the game.

2. Gameplay Session: Respondents will play the

serious game that has been developed to

introduce Fullball to them.

3. Post-test: After playing, respondents will again

be asked to fill out a questionnaire to measure

changes in their understanding of Fullball and

provide feedback on their gameplay experience

(Law, Brühlmann, & Mekler, 2018).

This study also uses the Game Experience

Questionnaire (GEQ) to evaluate key gameplay

aspects: Immersion, Flow, Competence, Challenge,

Negative Affect, and Positive Affect (Law,

Brühlmann, & Mekler, 2018). These metrics help

assess player experience and support Fullball

Madness’s role as an engaging medium to introduce

Fullball to a broader audience.

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3 RESULT AND DISCUSSION

In this section, the Fullball serious game made in

Unity will be shown and have its features explained.

The results of the evaluation done through multiple

questionnaires will also be analyzed to determine

whether the Fullball serious game successfully

increases the recognition of Fullball sport or not.

3.1 Development Result

The development of Fullball Madness followed the

Game Development Life Cycle (GDLC), progressing

through the Concept, Pre-production, Production, and

Testing stages. This section describes the results of

each stage.

1. Concept Stage: The primary objective of

Fullball Madness is to introduce and promote

the sport of Fullball to a wider audience,

particularly teenagers. This demographic was

chosen because teenagers possess the

physical capacity to engage in a sport like

Fullball and the technological literacy to

share the game with peers. The PC platform

was selected for its larger display, which

supports local multiplayer gameplay, and its

portability compared to mobile devices.

2. Pre-production Stage: The game design was

based on the official Fullball sport, using real

court layouts as references. A low-poly art

style was adopted due to time and skill

constraints, while still ensuring visual clarity

and engagement. Preliminary sketches and a

basic game design document (GDD) were

developed to plan gameplay flow, controls,

and arena designs. Unity was chosen as the

primary game engine, and Blender was used

to create custom 3D assets.

3. Production Stage: In the production phase,

core gameplay mechanics were implemented,

including local multiplayer functionality for

two players. Player One uses a keyboard

(WASD for movement, UIJK for actions),

and Player Two uses a gamepad (left joystick

for movement, right-side buttons for actions).

The game includes Fullball’s core

mechanics—such as scoring systems, penalty

rules (Free Throw, Throw-In, Corner Throw,

Penalty Kick), and arena restrictions—

faithfully adapted from the real sport. While

pivoting is not explicitly coded, players can

simulate it through movement mechanic.

Figure 3: Fullball Madness Gameplay.

Knowledge Embedded in the Game:

Fullball Madness primarily serves as an

educational medium to familiarize players

with the rules and flow of Fullball. The

knowledge is presented through a bilingual

rules page, tutorial elements, and gameplay

that encourages players to apply learned

mechanics in real time. Although some

strategic elements are included, the game’s

main focus is introducing the fundamentals

of the sport rather than advanced tactics.

Figure 4: Fullball Madness Rules.

5. Testing Stage: The game underwent

multiple rounds of iterative testing with 6–7

testers. Initial tests were conducted internally

by the development team, followed by peer

testing. Feedback focused on gameplay feel

and accessibility, such as adjusting floor

friction for smoother player movement and

enlarging interface elements like tutorial text

and buttons. These refinements improved

playability and ensured a smoother user

experience.

As of this study, Fullball Madness remains in the

testing stage and has not yet been released to the

public. Post-release development and wider user

evaluation are planned for future iterations.

Implementation of Serious Games as an Interactive Media to Improve Fullball Recognition

177

3.2 Evaluation Result

Pre-test results from 31 respondents show that most

were unaware of Fullball and lacked knowledge

about its rules, indicating low initial recognition.

Table 1: Questions regarding prior experience.

QUESTION

Have you ever heard of a sport called

Fullball?

If you have, where or who did you

hear it (Fullball) from?

Do you understand the rules of

Fullball?

4 Have you ever played Fullball?

Table 1 above presents respondents' initial

awareness of Fullball. For question 2, 45.20% of the

31 respondents had heard of Fullball through sources

like friends, family, and social media, as shown in

Table 2 and Figure 5.

Table 2: Answers regarding prior experience. questions.

Figure 5: Answers regarding prior experience questions.

After Fullball Madness gameplay session, the

respondents are expected to understand more about

Fullball, and it is proven by the post-test

questionnaire because it indicates improvement upon

the respondents understanding of Fullball’s

knowledge and rules.

In Table 3 below are much more in-depths

questions regarding the rules and mechanics of

Fullball that we asked the respondents twice, before

and after playing the Fullball Madness serious game.

With this we can assess how much did the

respondents are able to learn via the Fullball Madness

serious game.

Table 3: Questions regarding Fullball Knowledge.

I HAVE NOT / I

DO NOT

1 35.50% 64.50%

2 45.20% 54.80%

3 6.50% 93.50%

4 6.50% 93.50%

MIN 6.50% 54.80%

MAX 45.20% 93.50%

MEAN 23.43% 76.58%

QUESTION

Fullball is a sport that combines the

element of two different sports, which

are?

In the beginning of the game both

teams stand on their own area, then the

referee throw the ball from the middle

of the field and the frontliner from each

team must try to take the ball. Is the

definition of?

This role's job is to guard the goal and

target, can move freely anywhere, and

the only role that is allowed to be in the

redzone, the name of this role is?

In Fullball, a team must consist of how

many players?

In a Fullball field there is an area

where the players are only allowed to

score by throwing the ball to the target,

this area is called?

How many points do you get from

throwing the ball to the opponents

tar

et from outside the hand zone?

If the ball goes out from the right or

left side of the field, it can be played

again by throwing it back into the field.

Is the definition of?

What is it called when a player scored

by kicking the ball to the opponents

tar

et from outside the hand zone?

Free throw is a reward for a foul that

happened in the field outside the hand

zone. Free throw itself is done where?

What is the term for the rule where,

after a team concedes a point, the

match resumes only after a signal from

the referee? This rule allows time for

celebration and lets the scoring team

return to their own area before play

continues.

0.00%

50.00%

100.00%

1234

PRIOR EXPERIENCE

I HAVE / I DO I HAVE NOT / I DO NOT

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Table 4: Answers regarding Fullball knowledge questions.

Figure 6: Answers regarding Fullball knowledge

questions.

Figure 7: Normal distributions of correct answers from pre-

test and post-test questions.

From the normal distribution shown in Figure 7,

T-test is run on the pre-test data against a hypothetical

mean of 50 with t-statistic of -2.25 and p-value of

0.051, which suggests that the pre-test mean is not

significantly different from 50. Another test using

Mann-Whitney U test is run between pre-test and

post-test data shown in Table 4 with a result of U-

statistic of 0.0 and p-value of 0.00016, indicating that

the difference between pre-test and post-test scores

are indeed significant (Nachar, 2008).

There are also in-game experience related

questions that show positive feedback for the Fullball

Madness serious game (Table 5). The questions were

directly taken from The Game Experience journal

from Eindhoven University of Technology

(IJsselsteijn, de Kort, & Poels, 2013).

Table 5: Scoring guidelines GEQ In-Game version.

COMPONENTS

SCORE

0 1 2 3 4

COMPETENCE 0% 6.50% 22.60% 38.70% 32.30%

IMMERSION 16.50% 4.85% 12.95% 38.70% 27.40%

FLOW 14.50% 11.30% 24.20% 29.05% 21%

TENSION 33.85% 40.30% 6.50% 9.70% 9.70%

CHALLENGE 4.85% 14.55% 21% 27.45% 32.30%

NEGATIVE

AFFECT

35.50% 32.25% 14.50% 9.65% 8.10%

POSITIVE

AFFECT

0% 3.20% 16.10% 41.95% 38.70%

In Figure 8, the results suggest that most

respondents felt quite competent while playing

Fullball Madness with score 3 being most picked

(39%) showing that the serious game can help

respondents understand Fullball better and also

ensure that they feel the gameplay experience to be

enjoyable.

Figure 8: Competence scoring guidelines GEQ In-Game

version.

The results below (in Figure 9) suggest that most

respondents felt quite immersed while playing

Fullball Madness with score 3 being most picked

(38.7%) showing that the serious game can make

respondents immerse themselves in the gameplay,

showing that the gameplay experience is quite

enjoyable. However, there are few that do not feel

immersed at all, this is solid sign that Fullball

Madness is still lacking in some aspects that should

be able to invite the player to be immersed in the

gameplay and should be improved.

0.00%

50.00%

100.00%

12345678910

FULLBALL KNOWLEDGE

PRE-TEST CORRECT % POST-TEST CORRECT %

20%

40%

60%

01234

SCORE

COMPETENCE

QUESTION

PRE-TEST POST-TEST

CORRECT % CORRECT %

1 38.70% 87.10%

2 45.20% 83.90%

3 41.90% 93.50%

4 41.90% 93.50%

5 51.60% 93.50%

6 45.20% 87.10%

7 51.60% 87.10%

8 25.80% 87.10%

9 29% 74.20%

10 58.10% 87.10%

MIN 25.80% 74.20%

MAX 58.10% 93.50%

MEAN 42.90% 87.41%

Implementation of Serious Games as an Interactive Media to Improve Fullball Recognition

179

Figure 9: Immersion scoring guidelines GEQ In-Game

version.

The results (Figure 10) suggest that most

respondents felt the flow of the gameplay quite

smooth while playing Fullball Madness with score 3

being most picked (29.05%) showing that the

gameplay experience is smooth enough to help

players understand the core mechanics and flow of

the real game of Fullball. Unfortunately, some

players still feel that the flow of the game is not

smooth enough to represent the real Fullball sport

experience. Another sign that Fullball Madness needs

improvement to help players picture the real

experience of playing Fullball as if playing it in real

life.

Figure 10: Flow scoring guidelines GEQ In-Game version.

In Figure 11, the results suggest that most

respondents felt little to no tension while playing

Fullball Madness with score 1 being most picked

(40.3%) showing that the gameplay experience is not

stressful and puts tension on the players. By not

feeling tense, the players can focus better on

understanding the core mechanic and rules of

Fullball.

Figure 11: Tension scoring guidelines GEQ In-Game

version.

Based on Figure 12, The results show that most

respondents felt the gameplay to be challenging while

playing Fullball Madness with score 4 being most

picked (32.3%) showing that the gameplay

experience provides mechanic that can help players

felt challenged as if they are playing a real game of

Fullball.

Figure 12: Challenge scoring guidelines GEQ In-Game

version.

The illustration results from Figure 13 suggest

that most respondents felt little to no negative effect

while playing Fullball Madness with score 1 being

most picked (35.5%) showing that the gameplay

experience provides content that does not bring any

negative influence or offend any party. Ensuring that

the players can enjoy the game without needing to

worry about dangerous content within the serious

game, because the original purpose of a serious game

is to bring a positive result such as being able to teach

the players valuable learning materials.

Figure 13: Negative affect scoring guidelines GEQ In-

Game version.

0.00%

20.00%

40.00%

60.00%

01234

SCORE

IMMERSION

0.00%

10.00%

20.00%

30.00%

40.00%

01234

SCORE

FLOW

0.00%

20.00%

40.00%

60.00%

01234

SCORE

TENSION

0.00%

10.00%

20.00%

30.00%

40.00%

01234

SCORE

CHALLENGE

0.00%

20.00%

40.00%

01234

SCORE

NEGATIVE AFFECT

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In Figure 14, the results illustrate that most

respondents felt the gameplay had a significant

positive effect while playing Fullball Madness with

score 3 being most picked (42%) showing that the

gameplay experience can help players understand

Fullball core mechanics, rules, real gameplay

experience.

Figure 14: Positive affect scoring guidelines GEQ In-Game

version.

Overall, the respondents show good feedback

regarding the GEQ In-game experience meaning that

the game successfully brought satisfaction and taught

the respondents something new, and that is the

Fullball sport itself. As a promotion media and an

interactive learning media, serious games are proven

to be effective.

3.3 Discussion

While Fullball Madness has a few limitations, such

as limited visual assets and the need for future updates

in line with Fullball’s evolving rules, it has proven

effective as an educational tool. Since Fullball is still

a relatively new sport, especially outside Indonesia,

the game’s continued development will be important

to maintain its relevance.

Despite these challenges, evaluation results

indicate that players gained a stronger understanding

of the sport. After gameplay, 9 out of 10 participants

correctly answered the questionnaire, showing

improved comprehension of Fullball’s rules and

mechanics. These improvements were supported by

statistical analysis, including T-test and Mann-

Whitney U test, confirming the significance of the

knowledge gain (Nachar, 2008), (Wouters et al.,

2013).

This strong correlation between the game's design

and learning outcomes is further supported by GEQ

feedback, which highlighted high levels of

immersion, enjoyment, and flow. The focus on

intuitive controls and accurate rule implementation

contributed to the game's success. Overall, Fullball

Madness has achieved its primary objective: raising

awareness and promoting understanding of Fullball

through an engaging serious game (Connolly et al.,

2012).

4 CONCLUSION

This study aimed to improve public recognition of

Fullball, a new Indonesian sport that combines

elements of basketball and football. Due to limited

exposure and promotion, Fullball has struggled to

gain popularity both locally and internationally. As a

solution, a serious game titled Fullball Madness was

developed using Unity and Blender, following the

GDLC method. Designed as an engaging and

interactive medium, the game helps players

understand the sport’s rules and mechanics through

gameplay (Laamarti, Eid, & El Saddik, 2014).

The game's effectiveness was evaluated through a

combination of pre-test and post-test questionnaires,

as well as the Game Experience Questionnaire

(GEQ), involving 31 respondents aged 18–35. Most

participants were unfamiliar with Fullball prior to the

study, yet showed a significant improvement in their

understanding after gameplay. GEQ results also

indicated positive feedback in terms of enjoyment,

engagement, and low levels of negative emotions

such as frustration (Carlier, De Backere, & De Turck,

2024) (Elvsaas et al., 2023). Statistical tests,

including a T-test and Mann-Whitney U test,

confirmed that the increase in knowledge was

significant. Overall, Fullball Madness successfully

fulfilled its goal as a serious game to introduce and

promote Fullball to a broader audience.

Despite the positive outcomes, this study had

several limitations (Gómez García et al., 2025). It did

not account for respondent demographics—such as

gender, education, or gaming background—which

could have influenced their gameplay experience.

Furthermore, the reliance on self-reported data for

both knowledge and experience introduces potential

biases, such as recall or social desirability bias.

For future research, a larger-scale study with a

more diverse sample and detailed demographic data

is recommended to enable more comprehensive

analysis (Chen, 2025). Future improvements may

also include deeper gameplay features, additional

levels or storylines, and improved evaluation tools to

further enhance user engagement and better assess

learning outcomes (Gurbuz & Celik, 2022).

20%

40%

60%

01234

SCORE

POSITIVE AFFECT

Implementation of Serious Games as an Interactive Media to Improve Fullball Recognition

181

ACKNOWLEDGMENT

This article presents only the qualitative analysis of

the game; additional data is available here:

https://drive.google.com/drive/folders/19U9WDavU

RrIYGZ1CFRDM89cSVBDTHNP_?usp=sharing

Author contributions are as follows: Raffel Nathanael

led the research, data collection, and writing;

Nicholas Martin handled game programming and

design; Thomas Aquinas Rai Tambas supervised the

research and proofread the article.

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