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The paper introduces a conceptual model for the design of serious games and uses the Technology Acceptance Model (TAM) for its validation. A specially developed game introduced international students to public transport in Southampton. After completing the game, participants completed a short questionnaire and the data was analyzed using structural equation modeling (SEM). The results identified the attributes and combinations of attributes that led the learner to accept and to use the serious game for learning. These findings are relevant in helping game designers and educational practitioners design serious games for effective learning.