| Summary: | This thesis explores the dynamic field of motion skill acquisition and uses discovery learning as means for learning motions. Differences are discussed between a virtual game environment and a real environment and how this can relate to motion skill acquisition. By testing different instructions for a created serious game, this thesis aims at exploring if there are significant differences in gameplay and motion skill acquisition. Respondents were exposed to different instructions before playing a game based on motion skill. In-game time was measured in order to understand if the time results could be affected with different types of instructions, furthermore, if no instructions regarding motion skill could be beneficial. Results indicate that no instructions lead to greater in-game time as well as tendency for showing greater fondness for the game controls.
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