In this study, 29.9% of the students (n = 20) reported that they possessed computer-assembling experience before they played the game, whereas the majority of students (n = 47) did not possess this experience. As students played the game, the results of their task executions were automatically recorded and saved to the game server through the Internet. However, these results were only available for 49 students because of certain unexpected issues with respect to game operations and Internet instability. Only 10% of these 49 students (n = 5) successfully completed the final task of
the game, that is, disarmed the bomb. In the analyses of the acceptance of the game by the participating students, the percentages of student responses that expressed strong agreement and agreement were combined to represent
the overall agreement of these students with respect to their perceptions of the usefulness and ease of use of the game. Although most of these participating students could not win the game, a great percentage of these students perceived the game to be useful for learning. In particular, 82.1% of the students agreed that the examined game could help them understand more about the structure of computer hardware. In addition, 85% of the students thought that they could achieve a better understanding of this structure through the game than through the use of traditional paper
textbooks. Moreover, 79.1% of the participating students agreed that this game could help them learn the procedures that
are involved in computer assembly. With respect to perceived ease of use, more than half of the participating students agreed with each of the following assertions: this game was easy to operate (62.7%), the logic of this game was easy to understand (68.7%),