EDUGXQ: User Experience Instrument for Educational Games’ Evaluation

The use of educational computer games in the context of the coronavirus pandemic is becoming increasingly popular in the educational process when studying a variety of disciplines. And if practical steps have been taken in this direction in technical, pedagogical, and some other sciences, then there is a doctrinal and practical gap in the teaching of legal disciplines that needs to be filled. The purpose of the study is to argue the prospects for the use of educational computer games at law faculties, which makes it possible to more effectively assess students’ knowledge, as well as increase their motivation to actively participate in the educational process. In the course of the study, methodology involved the theoretical and practical experience of developing educational computer games in various academic disciplines was summarized, the scientific literature and the existing practice of their use were analyzed, and the possible effect of introducing educational computer games into the educational process at law faculties after the development and implementation of such games in practice, including the first-generation educational computer game developed by the authors, was modeled. The research findings indicate formulation of a doctrinal concept of the use of educational computer games, identifies three of their generations, and shows the features of the development and application of each of them, including the author’s experience in developing a training computer game by right of the first generation. The authors analyzed the technical problems associated with the development of educational computer games and suggested ways to solve them. The authors’ proposals can be used by universities in any country to interact with game design studios to develop educational games.

The global world processes of digitalization have influenced the development of educational services and products market. To provide qualified education modern educational institutions need to use effective tools for organizing, managing, and facilitating the educational process with the help of mobile video games. The article aims to analyze the modern processes of education digitalization and the role and prospects of mobile video games in the education. The implementation of mobile applications in the educational process can provide a competitive advantage for higher education, as well as enhance the quality of individual student learning, and be useful for teachers and educators who intend to improve the methodology of the educational process. The results of the study show the growing of the market for mobile video games in education, the increase of investment and the formation of market leaders over the past 5 years. Based on the research methodology, the specifics of mobile video games use in today's global space were conducted, and the involvement of information giants such as Google, Amazon, and other companies actively involved in the digitalization of education was investigated. It is determined that modern models of the educational process should be integrated with digital ones, actually forming a mixed model, between traditional and digital, which can improve the professional students’ qualification. The conclusions and suggestions indicate that the key areas of mobile video games in education will be the creation of applications for mastering technical specialties, the demand for which is rapidly growing in the world. The practical part of the article consists in the analysis of the mobile video games development prospects and the characteristics of their key advantages and main trends in the educational market.

As games become more prevalent amongst students; therefore, educators are trying to incorporate educational video games in students learning. These games are exclusively designed for learning purpose and can be effective and entertaining. The first objective of this paper is to find out impact and extent of use of game-based learning in nursery and primary schools. Furthermore, this study finds out the popular educational video games that can be implemented in the school curriculum and perception of parents about introducing games in learning. Questionnaire tool is used for data collection. This research is based on educational games available online.

This paper presents a summary model of the design process of educational video games for CH . The model is based on the use of the Classification of Educational Video Games for Cultural Heritage (CH) and the Design Recommendations included in it, described in a previous study by the author of this paper. The summary model focuses on CH objects that form the theme of the educational video game. Designers should carefully and purposefully research and analyze the CH objects, use the classification, and follow the design recommendations to design educational video games for CH, following the described design stages in the presented summary model of the design process. The paper also presents an appropriate example of using the summary model in applying it to design a new educational maze video game dedicated to CH object. The proposed summary model can serve as a starting point in establishing the design process of educational video games for CH and direct designers and creators of such games in the overall design process. Based on the classification and the design recommendations intended for the designers, the summary model presents essential design stages that designers should follow in designing and developing informative, purposeful, and effective educational video games in CH.

In an effort to maximizing success in mathematics, our research team implemented an educational video game in fifth grade mathematics classrooms in five schools in the Eastern US. The educational game was developed by our multi-disciplinary research team to achieve a hypothetical learning trajectory of mathematical thinking of 5th grade students. In this study, we examined overall engagement and three sub-domains of engagement as outcome variables after ten sessions of treatment with fifth grade students. The results showed that both male and female the video game group had slight increases in all engagement levels while students, particularly male, in the paper-and-pencil drill group displayed large decreases in all engagement levels. Implications of the study are 1) more fine-grained evidence of engagement in three sub-domains after implementing an educational video game, and 2) a consideration of gender differences in engagement levels in mathematics in the adoption of a video games.

The presence of a feedback system is a key factor in maintaining individuals' engagement in educational games. This system aims to enhance player motivation and active participation in educational games. In addition, the feedback system can improve the players' learning outcomes by augmenting their knowledge. Nevertheless, there remains a lack of comprehensive research in the field of feedback systems in educational games, leading to an inadequate comprehension of how to construct a proficient feedback system that can more effectively accomplish the objectives of educational games. The overview of feedback systems in educational games is frequently scattered and fragmented, making it challenging to figure out which educational games incorporate such systems. This research not only improves the comprehension of the feedback system in educational games but also addresses an important gap in the existing literature. The aim of this study is to conduct an extensive and systematic review of the existing literature on feedback systems in educational games. This review is based on 36 relevant journal articles published from 2019 to 2023. This research examines the patterns in the utilization of feedback systems in educational games, including the technologies employed to build these systems, the educational domains studied, and the types of products developed through the creation of educational games. In this study, the discussion also includes the design techniques and methods for feedback systems. This text discusses the utilization feedback types as well as the algorithms used to analyze the feedback systems. The text thoroughly discusses the comprehensive selection of feedback components to be delivered as mediums for player feedback. In this paper, we will clarify the impact of using feedback systems in educational games on the players. This study greatly contributes to the progress of learning conducted through educational games.

Software testing is a relevant activity to provide evidences of qualifty of software products. However, there is a lack of qualified professionals in this area. This can be caused due to difficulty in teaching software testing through approaches that use only theoretical classes traditional tools. In addition, there is a lack of motivation due to the work environment and the strategies of allocation and responsibility of these professionals in development and testing teams. To mitigate these problems, approaches have been used to support software testing education, such as: educational games, integrated teaching of software testing with programming, educational modules, among others. The objective of this master's thesis was to develop an educational game named Testing Game, addressing the following topics: functional testing, structural testing and mutation testing. To support the development of the Testing Game, we performed a systematic mapping aiming at selecting a game engine. In the first game version, we used Cocos2D and in the second one we used Construct 2. To evaluate the efficiency of the game, we conducted a feasibility study to evaluate the quality regarding motivation, user experience and learning from the point of view of the students. Moreover, we also evaluate the usability of the Testing Game. Approximately 85.64% of people who participated in the study assessed the quality of the game in a positive perspective regarding motivation, user experience and learning from the point of view of the students. Regarding the usability of the game, students identified minor problems were identified, which allows the release of the game. Through this work, we realize that the game Testing Game can be used as a complementary resource to support software testing education, and its effectiveness be evaluated.

Mobile learning and educational gaming are two trends that are rapidly having an increasing impact in Technology-Enhanced Learning. However, both approaches present significant technological challenges. Mobile technologies are very diverse and the market pressure pushes the continuous development of new technologies and features. On the other hand, game-based learning needs to deal with enormous development costs and the problem of allowing instructors and experts to actively participate in the game development process. Moreover, there are numerous situations where bringing both approaches together could be very useful, but this combination magnifies the technological barriers previously described. In this work we present <e-Adventure>, an authoring environment for educational adventure games that supports the production of both desktop and mobile games. This framework provides a graphical environment that allows instructors to create their own educational games with a low cost. Then, the games can be exported to multiple formats, including support for diverse types of mobile platforms. This is achieved through a modular semi-automated exportation process, which is based on mobile device profiles.

Video games have emerged as a promising tool for enhancing education by offering interactive and engaging learning experiences. This article explores the potential of video games in education, examining how they can improve academic skills and develop cognitive and socio-emotional abilities. Strategies to maximize the impact of video games in education are discussed, along with challenges and concerns associated with their use. The article concludes with recommendations for future research and educational practices to fully leverage the potential of video games in education.

Technology enhanced learning is lately considered as an innovative educational procedure which derives from the usage of digital games with pedagogical value. In the recent years the usage of Serious Games for the learning of History and Culture is widespread. Serious Games is a group of digital games that aim to learning in an entertaining way and are being used widely in cultural education. Especially when the targeted learners are children and teenagers, the graphical user interface (GUI) and user experience (UX) is one of the most important feature of serious games. An educational game must be attractive and reach the levels of experience of the entertainment digital games, with which the children today are most familiar. The paper focuses on the creation of a 3D digital game, based on learning theories of constructivism of Piaget and social constructivism of Vygotsky regarding the implementation of an educational serious digital game. The students are involved in the game where they are able to take a tour of “El Greco's Travels and Artwork”.

This article considers the efficacy of educational computer and video games in improving student motivation and achievement. It is stated that prior research has suggested that educational games provide positive opportunities for active learning and help develop learning skills. A content analysis approach is used to analyze 196 different games that are popular in Taiwan. A Delphi survey is given to six educational technology experts, six educational psychology experts, six game design experts, six students each from elementary, junior, and high schools, and six teachers in an attempt to reach a consensus on educational games.

Despite extensive research demonstrating the effectiveness of digital educational games in enhancing various learning outcomes, skepticism persists regarding their practical applicability in diverse educational settings. This study addresses a significant gap in literature by providing an empirical evaluation of a cellular biology educational game in post-secondary biology instruction across varied delivery contexts. The tower defense game, Life on the Edge, was assessed for impacts on academic achievement, multidimensional engagement, and disengagement after controlling learner factors (perceived prior knowledge, goal orientations, and game experience) in different biology undergraduate course contexts (online and face-to-face lecture and laboratory) at a Canadian public university. Nine hundred seventy-four students participated in the study, of which 449 were in experimental groups using the game, and 525 were in control groups using alternative learning resources. We conducted a t-test and found no significant differences in academic achievement within the three-course contexts. However, multivariate analysis of covariance (MANCOVA) showed that integrating the game in different course contexts improved behavioral, cognitive, and emotional engagement while reducing behavioral disengagement. This study provides empirical evidence of the engagement benefits of integrating educational video games into diverse course contexts. However, cognitive and emotional disengagement effects were inconsistent across these settings, highlighting the complexity of learner-game interactions. These results underscore the need for tailored implementation strategies to optimize the impact of digital games in education. By bridging research and practice, the study contributes to the theoretical understanding of game-based engagement and practical approaches for integrating educational games into post-secondary curricula.

Educational game is now a commonplace among students and teachers alike. Recent researches show that studies regarding educational game general effectiveness in the learning environment are nothing new. However, usability studies in the educational game are rather rare compared to general non-game-related usability studies. This research synthesizes the result obtained from the Computer System Usability Questionnaire (CSUQ) and separated between multiple students pre-existing grouping such as genders, prior knowledge, as well as experimental treatment setup such as materials given before the game session. The metrics are tested in an Indonesian high school by using an educational game of chemistry regarding the topic of reaction rate with a total of 53 participants. General results show that there exist many differences of perceived usability aspects between male and female students, the existence of learning materials given before the game session, as well as the existence of students' prior knowledge. Overall, the main findings of this research show that usability in the educational game is affected by gender, materials existence, and previous knowledge existence.

Purpose: The study aimed to evaluate Adventure Seekers, an educational board game designed with the support of 3D printing and artificial intelligence–assisted prototyping tools. Its primary goal was to assess how children experience the game cognitively, emotionally, and socially, and to determine how AI-supported design can enhance inclusivity and engagement in game-based learning. Need for the study: Although board games are widely recognized as effective educational tools, few studies have examined how user experience (UX) evaluation and AI-assisted design processes influence children’s learning engagement. By integrating UX assessment with AI-driven prototyping, this research addresses the growing need for inclusive, data-informed, and technologically enhanced learning environments. Methodology: A mixed-methods approach was employed, combining post-game surveys (quantitative data) with in-situ and post-session interviews (qualitative data). The study involved 81 participants aged 10–13, tested in real-world educational settings such as schools and scouting centers. Game components were modeled with Meshy.ai and ChatGPT to accelerate prototyping and adapt designs based on user feedback. Findings: The results indicate a highly positive user experience. Ninety-three percent of participants found the game visually appealing, 88% rated the rules as easy to understand, and 90% expressed a willingness to play again. Statistical analysis (Cronbach’s α = 0.87; logistic regression R² = 0.42) showed that visual appeal and curiosity were the strongest predictors of replay intention. Interview data confirmed strong emotional engagement, cooperation, and enjoyment, with minor improvement suggestions related to component size and game variety. Practical Implications: The study demonstrates that combining 3D printing and AI-assisted design supports faster iteration, personalization, and inclusive usability in educational games. It also provides a methodological model for integrating UX research into the development of pedagogical tools. These findings highlight how AI can function as a creative partner in designing learning materials that are not only functional but emotionally resonant and engaging for young learners.

Egitsel bilgisayar oyunlarina yonelik yapilan arastirmalar incelendiginde arastirmalarin oyun ortamlarinda ogrenmenin nasil gerceklestigi ve oyunun ogrenen uzerindeki etkileri uzerinde durdugu gorulmustur. Egitsel ogrenme ortami ve oyun kavramlarini birlestiren egitsel bilgisayar oyunlari yapisi itibariyle her ne kadar diger egitsel ortamlarin tasarim sureciyle benzerlik gosterse de oyun ortaminda etkili ogrenmenin gerceklesebilmesi icin farkli noktalarda yogunlasilmasi gerekmekte; bu baglamda egitsel bilgisayar oyunlarina yonelik gelistirilmis tasarim modellerine ihtiyac duyulmaktadir. Calisma kapsaminda egitsel bilgisayar oyunlari tasarim surecine yonelik olarak yapilan alanyazin taramasinda varolan tasarim modelleri incelenmis, belirlenen oyun tasarimi bilesenleri dogrultusunda alanyazina dayali olarak bir egitsel oyun tasarimi modeli onerilmistir. Anahtar Kelimeler: egitsel bilgisayar oyunu tasarimi, oyun tasarimi modeli Abstract Examination of studies on educational computer games shows us that most of them investigates the way of learning in game environments and the impact of the games on learners. Since educational computer games combine educational learning environments and game concept, educational computer game design process have similarities with educational media design. In spite of the similarities, educational computer game design models should focus on specific issues for providing effective learning in game environments. For this reason, game design models are needed for designing educational computer games. In this study, the existing literature was examined in the field of educational computer game design process and an educational computer game design