Leveraging on MDA as a systematic framework to evaluating usability, user experience and educational usability in gamified learning applications
It was not difficult to see why the world rushes into the trend of gamifying application. Games are known to be immersive that we often hear of gamers being addicted and attached to the games. Borrowing the design elements of games into serious applications helps to make them more enjoyable and engaging.
Before Edtech enthusiasts get too excited and rush into gamifying their products, it is important to look into the effectiveness of a gamified learning application. While many studies report the successful implementation of gamified elements in learning environment, there is a lack of empirical evidence regarding gamification, gamification methods and effectiveness of gamification (Hamari et al, 2014).
Recognizing the issue, Scholtz, Raga and Baxter (2016) came up with an extended Mechanics, Dynamics and Aesthetics (MDA) framework to guide the design, development and evaluation of an e-learning system intended to improve learners’ knowledge of careers in computing sciences (CS).
The original MDA framework has been commonly used in the industry to describe how gamification works and game elements should be included in the design of a gamified application. The framework guides the designer to consider the views of both the game’s designer and player on at all three mechanics, dynamics and aesthetics layers.
Scholtz, Raga and Baxter value add to the original MDA framework by considering the criterias that could be used to evaluate the designed CS career system.
The questionnaire designed to evaluate user experience captures all three layers of MDA well — the mechanics (eg, gamification elements/visual/auditory/textual representations of the CS roles), the dynamics (eg, participation/achievement) and asthetics (eg, motivating) of the application.
The second section of the questionnaire is more applicable to educational application. Educational objectives should always be considered into the evaluation of a gamified learning system since the gamification is to serve a broader learning purpose.
As noted by Scholtz, Raga and Baxter, “a learning environment is not just a digital product; it is also an educational product aimed at achieving learning goals and objectives”. This effort to bridge gamification and learning purpose should be applauded and appreciated. Without this section, the system could at best be considered a learning application that is fun and engaging with its gamified elements.
The extended framework of which Scholtz, Raga and Baxter is worth further exploration for fellow evaluators of learning systems. It offers a great illustration of how MDA elements could be mapped to usability and user experience goals, and have set a model for subsequent researchers who are interested in the topic. One thing is to note however, is that the indicators in the questionnaire should always be customized to the learning application. While the CS learning system is being evaluated against criterions such as exciting, motivating, satisfying sense of achievement, these criterions may not be appplicable for other learning systems as the desired user experience goals could be different.
Reference:
Hamari, J., Koivisto, J., & Sarsa, H. (2014). Does gamification work? — A literature review of empirical studies on gamification. Paper presented at the 2014 47th Hawaii International Conference on System Sciences.
Scholtz, B., Raga, L., & Baxter, G. (2016). Design and Evaluation of a “ Gamified “ System for Improving Career Knowledge in Computing Sciences. The African Journal of Information and Communication, (18).
