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to evaluate the employed digital prototypes solely
regarding technological user acceptance that
disregards the aspect of learning engagement (Berns,
2016; Abdul Aziz, 2015; Milošević, 2014)
Consequently, developmental research effort,
specifically focusing on engagement factors in the
instructional design and evaluating the extent of
learner engagement in any technological intervention
endeavour, is seen as an advancement to what we
have in the present body of literature.
4 CONCLUSION
Although this exploratory nature of review is rather
short as compared to typical rigorous review as
employed by Çiftçi (2016), Clark et.al (2016), and
Svingby & Nilsson (2011) the review has put forward
the worthiness of considering engaging game designs
during the design and development processes of any
DGBL project. In response to the effort in combating
extreme deficiency of majority of Orang Asli
learners, responsively pedagogical approach,
focusing on engagement factors with the
incorporation of the cultural and social traits of Orang
Asli learners, needs to be applied by instructional
designers as the main design features for future
technology-enhanced projects.
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