Beyond 'Game Over': Engineering a Failure-Free FSM Architecture for Emotion Regulation in Serious Games
Abstract
The increasing prevalence of stress and anxiety among adolescents has highlighted the need for digital learning environments that support emotion regulation and psychological safety. However, many existing serious games still inherit performance-oriented mechanics, including scoring systems and game-over states, which may conflict with reflective and supportive interaction goals. To address this architectural gap, this study presents the design and development of Logisense: Fractured Mind, a narrative-driven serious game that employs consequence-driven interactions rather than punitive failure mechanisms. Using a Design and Development (D&D) framework, the system was implemented in RPG Maker MV through an Event-Driven Finite State Machine (FSM) architecture that manages dialogue progression and environmental transitions. Instead of conventional scoring, player choices dynamically modify a hidden psychological pressure parameter that controls shifts between the stable Virtual Real World and the distorted Logisphere environment. Internal alpha validation through structured scenario walkthroughs confirmed that the architecture correctly executed state transitions, reflective breathing events, and alternative narrative endings without triggering system-enforced game-over conditions. The results demonstrate the technical feasibility of implementing a failure-free interaction model while maintaining logical narrative progression and gameplay continuity. Consequently, the proposed architecture provides a reproducible blueprint for developing psychologically safe serious games and establishes a foundation for future empirical investigations concerning emotion regulation and digital learning environments.
Keywords
Full Text:
PDFReferences
Abd-Alrazaq, A., Alajlani, M., Alhuwail, D., Schneider, J., Akhu-Zaheya, L., Ahmed, A., & Househ, M. (2022). The Effectiveness of Serious Games in Alleviating Anxiety: Systematic Review and Meta-analysis. JMIR Serious Games, 10(1). https://doi.org/10.2196/29137
Adrian, R., & Akbar, M. (2025). Implementasi Logika Finite State Machine Dalam Perilaku Enemy Boss Dalam Game 2d. Jurnal Sains Informatika Terapan (JSIT). https://doi.org/10.62357/jsit.v4i3.663
Andrew, L., Barwood, D., Boston, J., Masek, M., Bloomfield, L., & Devine, A. (2023). Serious games for health promotion in adolescents – a systematic scoping review. Education and Information Technologies, 28(5), 5519–5550. https://doi.org/10.1007/s10639-022-11414-9
Azpiazu Izaguirre, L., Fernández, A. R., & Palacios, E. G. (2021). Adolescent Life Satisfaction Explained by Social Support, Emotion Regulation, and Resilience. Frontiers in Psychology, Volume 12-2021. https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2021.694183
Cabero-Almenara, J., Palacios-Rodríguez, A., Loaiza-Aguirre, M. I., & Andrade-Abarca, P. S. (2024). The impact of pedagogical beliefs on the adoption of generative AI in higher education: predictive model from UTAUT2. Frontiers in Artificial Intelligence, Volume 7-2024. https://www.frontiersin.org/journals/artificial-intelligence/articles/10.3389/frai.2024.1497705
Defayette, A. B., Whitmyre, E. D., López Jr., R., Brown, B., Wolff, J. C., Spirito, A., & Esposito-Smythers, C. (2021). Adolescent depressed mood and difficulties with emotion regulation: Concurrent trajectories of change. Journal of Adolescence, 91(1), 1–14. https://doi.org/https://doi.org/10.1016/j.adolescence.2021.07.001
Eadeh, H.-M., Breaux, R., & Nikolas, M. A. (2021). A Meta-Analytic Review of Emotion Regulation Focused Psychosocial Interventions for Adolescents. Clinical Child and Family Psychology Review, 24(4), 684–706. https://doi.org/10.1007/s10567-021-00362-4
Edmondson, A. C., & Bransby, D. P. (2023). Psychological Safety Comes of Age: Observed Themes in an Established Literature. Annu. Rev. Organ. Psychol. Organ. Behav. 2023, 10, 55–78. https://doi.org/10.1146/annurev-orgpsych-120920-055217
Erdian, A., & Hidayat, D. R. (2024). Life Satisfaction in Adolescents: A Systematic Literature Review. Bisma The Journal of Counseling, 8(1). https://doi.org/10.23887/bisma.v8i1.71377
Faria, D. R., & da Silva Ayrosa, P. P. (2025). Adaptive Neuro-Affective Engagement via Bayesian Feedback Learning in Serious Games for Neurodivergent Children. Applied Sciences (Switzerland), 15(13). https://doi.org/10.3390/app15137532
Georgiou, S. N., Charalambous, K., & Stavrinides, P. (2021). The mediating effects of adolescents’ internalizing and externalizing problems on the relationship between emotion regulation, mindfulness and bullying/victimization at school. School Psychology International. https://doi.org/10.1177/01430343211035420
Heng, Y. K. , Liew, Y. S. J., Abdullah, M. F. I. L., Ting, Y., & Prestopnik, N. (2023). ReWIND: A Story-Based Serious Game to Reinforce Learning of CBT Strategies for Anxiety Disorders. In Proceedings. https://doi.org/10.1007/978-3-031-44751-8_12
Jia, T. (2024). A Study of the Causes and Effects of Anxiety among Students in Higher Education. In Journal of Education, Humanities and Social Sciences IMPES (Vol. 2024). https://doi.org/10.54097/zza43979
Kashif, M. F., Tabassum, R., & Bibi, S. (2024). Effects Of Academic Stress On Mental Health Issues Among University Students. Journal of Social Sciences Development, 3(2), 170–182. https://doi.org/10.53664/jssd/03-02-2024-14-170-182
Mäkelä, T., Fenyvesi, K., Kankaanranta, M., Pnevmatikos, D., & Christodoulou, P. (2022). Co-designing a pedagogical framework and principles for a hybrid STEM learning environment design. Educational Technology Research and Development, 70(4), 1329–1357. https://doi.org/10.1007/s11423-022-10114-y
Martinez, K., Menéndez-Menéndez, M. I., & Bustillo, A. (2021). Awareness, Prevention, Detection, and Therapy Applications for Depression and Anxiety in Serious Games for Children and Adolescents: Systematic Review. JMIR Serious Games, 9(4), e30482. https://doi.org/10.2196/30482
Maryono, D., Budiyono, Sajidan, & Akhyar, M. (2022). Implementation of Gamification in Programming Learning: Literature Review. International Journal of Information and Education Technology, 12(12), 1448–1457. https://doi.org/10.18178/ijiet.2022.12.12.1771
Nakie, G., Segon, T., Melkam, M., Desalegn, G. T., & Zeleke, T. A. (2022). Prevalence and associated factors of depression, anxiety, and stress among high school students in, Northwest Ethiopia, 2021. BMC Psychiatry, 22(1). https://doi.org/10.1186/s12888-022-04393-1
Nook, E. C., Flournoy, J. C., Rodman, A. M., Mair, P., & McLaughlin, K. A. (2021). High Emotion Differentiation Buffers Against Internalizing Symptoms Following Exposure to Stressful Life Events in Adolescence: An Intensive Longitudinal Study. Clinical Psychological Science, 9(4), 699–718. https://doi.org/10.1177/2167702620979786
Nugraha, C., Irma Purnamasari, A., Bahtiar, A., & Tohidi, E. (2025). Implementation of Finite State Machine on NPCs to Improve Game Productivity. Journal of Artificial Intelligence and Engineering Applications, 4(3), 2808–4519. https://doi.org/10.59934/jaiea.v4i3.982
Oliver, W. H., Link, O., & Oliver, W. (2025). Design and Development of a Serious Game in Service of Higher Education Dates Article includes. In Journal of ExoTechnology and Education (Vol. 1, Number 1). https://doi.org/10.36615/mpynat09
Rooij S T, de, Kuipers, D. A., Prins, J. T., & Pierie, J. P. E. N. (2026). Research Design Processes in Serious Games for Adolescent Mental Health: Systematic Review. JMIR Serious Games, 14, e77173. https://doi.org/10.2196/77173
Sevcenko, N., Ninaus, M., Wortha, F., Moeller, K., & Gerjets, P. (2021). Measuring Cognitive Load Using In-Game Metrics of a Serious Simulation Game. Frontiers in Psychology, Volume 12-2021. https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2021.572437
Sibta Nadia, N., Budianto, A., & Sri Wibowo, B. (2025). Analysis of Social-Emotional Development Through Collaborative Learning of Informatics Subjects for High School Students. Journal of Informatics and Vocational Education (JOIVE), 8(2), 17–21. https://doi.org/10.20961/joive.v8i2.3253
Silva, J. A., Silva, M. F., Oliveira, H. P., & Rocha, C. D. (2025). Developing a Serious Video Game to Engage the Upper Limb Post-Stroke Rehabilitation. Applied Sciences (Switzerland), 15(15). https://doi.org/10.3390/app15158240
Sood, A., Sharma, D., Sharma, M., & Dey, R. (2024). Prevalence and repercussions of stress and mental health issues on primary and middle school students: a bibliometric analysis. Frontiers in Psychiatry, 15. https://doi.org/10.3389/fpsyt.2024.1369605
Suksasilp, C., Griffiths, S., Sebastian, C. L., & Norbury, C. (2021). Reliability and validity of a temporal distancing emotion regulation task in adolescence. Emotion, 21(4), 830–841. https://doi.org/10.1037/emo0000744
Vieira, C., Ferreira da Silva Pais-Vieira, C., Novais, J., & Perrotta, A. (2021). Serious Game Design and Clinical Improvement in Physical Rehabilitation: Systematic Review. JMIR Serious Games, 9(3), e20066. https://doi.org/10.2196/20066
Wang, Y., Li, X., Song, N., Jiang, C., & Liu, P. (2026). Influential factors of school bullying among junior high school students: an analysis based on hierarchical linear models. Frontiers in Psychology, 16. https://doi.org/10.3389/fpsyg.2025.1664252
Yeager, D. S., Bryan, C. J., Gross, J. J., Murray, J. S., Krettek Cobb, D., H. F. Santos, P., Gravelding, H., Johnson, M., & Jamieson, J. P. (2022). A synergistic mindsets intervention protects adolescents from stress. Nature, 607(7919), 512–520. https://doi.org/10.1038/s41586-022-04907-7



