  In this paper we use an existing history learning game with an active
audience as a research platform for exploring how humor and "snarkiness" in the
dialog script affect students' progression and attitudes about the game. We
conducted a 2x2 randomized experiment with 11,804 anonymous 3rd-6th grade
students. Using one-way ANOVA and Kruskall-Wallis tests, we find that changes
to the script produced measurable results in the self-reported perceived humor
of the game and the likeability of the player character. Different scripts did
not produce significant differences in player completion of the game, or how
much of the game was played. Perceived humor and enjoyment of the game and its
main character contributed significantly to progress in the game, as did
self-perceived reading skill.
