In this paper, we present the results of game experience
measurements of three design stages of the serious game Poverty
Is Not a Game (PING) using the FUGA Game Experience
Questionnaire (GEQ) extended with a Perceived Learning (PL)
module. It is hypothesized that subsequent design stages will
evoke a more positive game experience and higher PL. In a first
step the factor structure and convergent and discriminant validity
of the existing GEQ modules are tested yielding disappointing
results. Next an adapted version is proposed yielding more
acceptable results. Based on this model the different design stages
are compared failing to yield significant differences either for
most GEQ dimensions (except for challenge and competence
which is probably related to usability issues) or for PL. Significant
differences were found between classrooms however pointing to
the importance of taking into account context in future research
