Understanding Usability Challenges in Educational Games Through the Lens of the Mechanics, Dynamics and Aesthetics Framework
DOI:
https://doi.org/10.62997/psi.2025a-41063Keywords:
Serious Games, Usability Analysis, User Experience (UX) Design, Game-Based Learning, MDA Framework, Player Engagement, Game Mechanics, Educational Technology, Human-Computer Interaction (HCI)Abstract
This study investigates the usability challenges in educational games for primary-grade children, using the Mechanics-Dynamics-Aesthetics (MDA) framework as an analytical lens. Cantering on the case of Taleemabad, a Pakistani educational game, the research employs an unmoderated usability study to identify interface and engagement issues that affect player experience and learning outcomes. Through thematic analysis of user feedback organized via affinity diagrams, the study classifies usability concerns into mechanical, dynamic, and aesthetic dimensions. Findings highlight critical barriers such as poor cross-platform compatibility, navigational flaws, and inadequate feedback mechanisms. The research offers targeted design recommendations to enhance usability and player engagement, advocating for a user-cantered approach in serious game development. By bridging game design and user experience evaluation, this study contributes to the discourse on effective educational technology and supports improved digital learning environments.
References
Antunes, J. G., de Sales, A. B., & Roche-Lima, A. (2022). Usability Evaluation of Educational Serious Games (pp. 381–389). https://doi.org/10.1007/978-3-031-04826-5_38
Astuti, N. H., Rusilowati, A., & Subali, B. (2021). STEM-Based Learning Analysis to Improve Students’ Problem-Solving Abilities in Science Subject: a Literature Revie. Journal of Innovative Science Education, 9(3), 79–86. https://doi.org/10.15294/jise.v9i2.38505
Bacca, J., Baldiris, S., Fabregat, R., Graf, S., & Kinshuk. (2014). Augmented reality trends in education: A systematic review of research and applications. Educational Technology and Society, 17(4), 133-149. https://www.jstor.org/stable/jeductechsoci.17.4.133
Baloch, I., & Taddese, A. (2020). EdTech in Pakistan: A Rapid Scan. https://doi.org/10.53832/edtechhub.0035
Bernhaupt, R. (2008). Evaluating User Experience in Games (R. Bernhaupt, Ed.). Springer London. https://doi.org/10.1007/978-1-84882-963-3
Beyer, H., & Holtzblatt, K. (1998). Contextual design: Defining customer-centered systems. Morgan Kaufmann Publishers.
Carvalho, M. B., Bellotti, F., Berta, R., De Gloria, A., Sedano, C. I., Hauge, J. B., Hu, J., & Rauterberg, M. (2015). An activity theory-based model for serious games analysis and conceptual design. Computers and Education, 87. https://doi.org/10.1016/j.compedu.2015.03.023
Chou, C.-Y., & Zou, N.-B. (2020). An analysis of internal and external feedback in self-regulated learning activities mediated by self-regulated learning tools and open learner models. International Journal of Educational Technology in Higher Education, 17(1), 55. https://doi.org/10.1186/s41239-020-00233-y
Csikzentmihaly, M. (1990). Flow: The psychology of optimal experience. Harper & Row.
Goldman, A., Espinosa, C., Patel, S., Cavuoti, F., Chen, J., Cheng, A., Meng, S., Patil, A., Chilton, L. B., & Morrison-Smith, S. (2022). QuAD: Deep learning assisted qualitative data analysis with affinity diagrams. CHI Conference on Human Factors in Computing Systems Extended Abstracts.https://doi.org/10.1145/3491101.3519863
Hunicke, R., LeBlanc, M., & Zubek, R. (2004, July). MDA: A formal approach to game design and game research. In Proceedings of the AAAI Workshop on Challenges in Game AI (Vol. 4, No. 1, p. 1722).
International Organization for Standardization. (2018). ISO 9241-11:2018 – Ergonomics of human-system interaction – Part 11: Usability: Definitions and concepts. https://www.iso.org/standard/63500.html
Jrall, R., & Kiran. (2023). Elements of E-Learning that Facilitate or Hinder Learning Motivation: A Review. Asian Journal of Education and Social Studies, 49(4), 294–305. https://doi.org/10.9734/ajess/2023/v49i41208
Kang, Y., Zhou, Y., Gao, M., Sun, Y., & Lyu, M. R. (2016, October). Experience report: Detecting poor-responsive ui in android applications. In 2016 IEEE 27th international symposium on software reliability engineering (ISSRE) (pp. 490-501). IEEE.
Laine, T. H., & Lindberg, R. S. N. (2020). Designing Engaging Games for Education: A Systematic Literature Review on Game Motivators and Design Principles. IEEE Transactions on Learning Technologies, 13(4), 804–821. https://doi.org/10.1109/TLT.2020.3018503
Lu, Y., Huang, T., Liu, J., & Gong, J. (2021). Design of children’s entertainment and education products based on AR technology. In Learning and Collaboration Technologies: Games and Virtual Environments for Learning (pp. 292–301). Springer International Publishing. https://doi.org/10.1007/978-3-030-77943-6_19
Luo, Y. (2024). Enhancing educational interfaces: Integrating user-centric design principles for effective and inclusive learning environments. Applied and Computational Engineering, 64(1), 193–198. https://doi.org/10.54254/2755-2721/64/20241427
Martinez, K., Menéndez-Menéndez, M. I., & Bustillo, A. (2020). Considering User Experience Parameters in the Evaluation of VR Serious Games (pp. 186–193). https://doi.org/10.1007/978-3-030-58465-8_14
Merkt, M. (2021). Buffering – Please Be Patient! Does the Attribution of Pauses to Technical Issues Hamper Learning? Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.771394
Naul, E., & Liu, M. (2020). Why Story Matters: A Review of Narrative in Serious Games. Journal of Educational Computing Research, 58(3), 687–707. https://doi.org/10.1177/0735633119859904
Nielsen, J. (1994). Usability engineering. Morgan Kaufmann.
Nwosu, A., Boardman, S., Husain, M. M., & Doraiswamy, P. M. (2022). Digital therapeutics for mental health: Are attrition the Achilles heel? Frontiers in Psychiatry, 13. https://doi.org/10.3389/fpsyt.2022.900615
Pagulayan, R. J., Keeker, K., Fuller, T., Wixon, D., Romero, R. L., & Gunn, D. V. (2012). User-Centered Design in Games. In The Human–Computer Interaction Handbook (pp. 795–821). CRC Press. https://doi.org/10.1201/b11963-ch-34
Permata, N. A., Lubis, M., Perdana, I., Kurniawan, A., & Sembiring, A. (2024). Enhancing educational games: Addressing design challenges and improving effectiveness. 2024 12th International Conference on Cyber and IT Service Management (CITSM), 1–5. https://doi.org/10.1109/CITSM64103.2024.10775684
Rissanen, M., Metso, L., Elfvengren, K., & Sinkkonen, T. (2020). Serious games for decision-making processes: A systematic literature review. In Engineering Assets and Public Infrastructures in the Age of Digitalization (pp. 330–338). Springer International Publishing. https://doi.org/10.1007/978-3-030-48021-9_37
Salvador-Ullauri, L., Acosta-Vargas, P., Gonzalez, M., & Luján-Mora, S. (2020). Combined Method for Evaluating Accessibility in Serious Games. Applied Sciences, 10(18), 6324. https://doi.org/10.3390/app10186324
Soyoof, A., Reynolds, B. L., Shadiev, R., & Vazquez-Calvo, B. (2024). A mixed-methods study of the incidental acquisition of foreign language vocabulary and healthcare knowledge through serious game play. Computer Assisted Language Learning, 37(1–2), 27–60. https://doi.org/10.1080/09588221.2021.2021242
Takatalo, J., Häkkinen, J., Kaistinen, J., & Nyman, G. (2010). Presence, involvement, and flow in digital games. In Evaluating User Experience in Games (pp. 23–46). Springer London. https://doi.org/10.1007/978-1-84882-963-3_3
Vieira, E. A. O., Silveira, A. C. da, & Martins, R. X. (2019). Heuristic Evaluation on Usability of Educational Games: A Systematic Review. Informatics in Education, 18(2), 427–442. https://doi.org/10.15388/infedu.2019.20
Westera, W. (2019). Why and how serious games can become far more effective: Accommodating productive learning experiences, learner motivation and the monitoring of learning gains. Journal of Educational Technology & Society, 22(1), 59-69. https://www.jstor.org/stable/26558828
Wilson, S., Khalayleh, A., Baloch, I., & Kaye, T. (2022). Desk Review of Technology-Facilitated Learning in Pakistan: A review to guide future development of the technology-facilitated learning space in Pakistan. EdTech Hub. https://doi.org/10.53832/edtechhub.0071
