Integrating Serious Games in Education: Advancing Inclusive Design

Belma Ramic-Brkic

, Hana Ibric and Bojan Mijatovic

Faculty of Computer Science, University Sarajevo School of Science and Technology, Bosnia and Herzegovina

{belma.ramic, bojan.mijatovic}@ssst.edu.ba, hana.ibric@stu.ssst.edu.ba

Keywords:

Game-Based Learning, Serious Games, Education, User-Centered Design.

Abstract:

Game-based learning is becoming an increasingly valuable tool for enhancing education, especially for young

learners. This study explores the usability, engagement, and educational impact of a serious game designed

to help children develop skills in math and logic, colors, reading and writing, and shapes through interactive

gameplay. The game was tested by both children and adults, with feedback gathered through scaled question

responses, open-ended suggestions, and task-related questions. The results show that children found the game

intuitive and enjoyable, with particularly high ratings for interface usability and clarity of instructions. While

adults provided a different perspective from the target audience, their feedback offered useful insights for

improving the game’s design. These ﬁndings highlight the importance of user-centered design and adaptive

learning approaches in creating engaging and effective educational games.

1 INTRODUCTION

Modern education is increasingly exploring innova-

tive methods to enhance learning experiences. With

technological advancements reshaping the educa-

tional landscape, it has become crucial to integrate

these tools effectively into the classroom. The inter-

net has been a constant presence in the lives of Gener-

ation Z, making them a highly technologically adept

generation. Technology profoundly inﬂuences vari-

ous aspects of their lives, including their approach to

studying. Recent studies suggest that children, on av-

erage, spend a signiﬁcant portion of their daily lives

online, with some reports indicating over 10 hours of

screen time per day. Furthermore, by the age of 20,

many will have accumulated more than 30,000 hours

of video game play (Anderson and Dill, 2000; Przy-

bylski and Weinstein, 2013; CoderZ, 2024).

The gaming industry is one of the fastest-growing

sectors within information technology. Many edu-

cators have recognized the potential of game-based

learning and educational video games, incorporat-

ing these high-tech strategies into teaching practices

rather than relying solely on traditional methods. Ad-

ditionally, such tools are invaluable for parents, as on-

line educational applications and games offer engag-

ing ways to entertain and educate children simultane-

ously.

https://orcid.org/0000-0002-8205-0137

https://orcid.org/0000-0002-2166-3837

Educational games combine entertainment with

learning, making them engaging and effective tools

for knowledge acquisition. They are designed

to help individuals grasp complex concepts, de-

velop problem-solving abilities, and acquire domain-

speciﬁc knowledge. While some games are tailored

to particular subjects, others provide opportunities to

develop a broad range of skills and knowledge. By

harnessing the power of serious games, educators can

create inclusive learning environments that cater to di-

verse learner needs and abilities.

However, despite the growing adoption of game-

based learning, challenges remain in ensuring in-

clusivity, accessibility, and effectiveness across di-

verse learner groups. Particularly, designing educa-

tional games for children with disabilities requires

careful consideration of pedagogical frameworks and

user engagement strategies (Ramic-Brkic and Balik,

2023). This study explores these aspects, focusing on

how serious games can enhance learning experiences

while addressing key barriers in game-based educa-

tion.

2 RELATED WORK

Game-based learning is not a new concept, but it has

become an increasingly popular medium due to its

engaging and interactive nature (Prensky, 2003). As

a result, gamiﬁcation is being incorporated into vari-

812

Ramic-Brkic, B., Ibric, H. and Mijatovic, B.

Integrating Serious Games in Education: Advancing Inclusive Design.

DOI: 10.5220/0013499700003932

Paper published under CC license (CC BY-NC-ND 4.0)

In Proceedings of the 17th International Conference on Computer Supported Education (CSEDU 2025) - Volume 1, pages 812-821

ISBN: 978-989-758-746-7; ISSN: 2184-5026

ous areas of training, education and therapy enhance-

ment (Medica Ru

c and Duman

c, 2015; Balik and

Ramic-Brkic, 2019; Ramic-Brkic et al., 2021). One

particularly promising application of gamiﬁcation and

game-based learning is in early childhood and el-

ementary education (Christopoulos and Mystakidis,

2023; Alotaibi, 2024). Various research groups are

experimenting with different approaches, highlight-

ing numerous beneﬁts of game-based learning:

• Enhancing hand-eye coordination: The use of a

mouse, keyboard, or game controller can signif-

icantly improve hand-eye coordination in young

learners (Granic et al., 2014; CoderZ, 2024).

• Improving analytic skills: Games teach that

problem-solving requires practice, encouraging

learners to learn from their mistakes, show per-

sistence, and embrace repeated attempts (Hamari

et al., 2014; Play2Health, 2021).

• Expanding memory capacity: Many educa-

tional games involve memorization tasks, which

strengthen memory skills. Fostering memory de-

velopment at an early stage can have long-term

beneﬁts across various areas of life (Cardoso-

Leite et al., 2020; Bediou et al., 2023; CoderZ,

2024).

• Supporting children with attention disorders: Nu-

merous studies indicate that educational video

games can improve focus in children with atten-

tion challenges, such as those with autism (Green

and Bavelier, 2012; Jim

enez-Mu

noz et al., 2022;

CoderZ, 2024).

Furthermore, research has shown that teaching

children numeracy through games yields positive re-

sults (Nand et al., 2019). Another group developed

several serious games based on Montessori pedagogi-

cal principles (Plekhanov, 1992), with highly positive

outcomes (Lamrani and Abdelwahed, 2020). Design-

ing educational games for younger learners should

prioritize simple, colorful visual schemes and intu-

itive controls, as demonstrated in this project (Oyshi

et al., 2018). A research group from the University

of Malang conducted several studies on the effective-

ness of gamiﬁcation models for children. Their ﬁnd-

ings once again conﬁrmed positive outcomes but also

highlighted a general limitation: the lack of extensive

data in studies involving children (Fadhli et al., 2020).

The trend of game-based learning is also expand-

ing to teenagers, who are acquiring advanced skills

through innovative STEM (He et al., 2019) and pro-

gramming courses (De Kereki et al., 2018). Re-

searchers are investigating whether a correlation ex-

ists between teenagers who play games and their per-

formance in STEM courses compared to those who

do not (Homen and Juri

c, 2023). However, further

analysis is necessary to obtain more robust results.

Additionally, the integration of new technologies is

crucial for incorporating gamiﬁcation elements. One

notable example is the use of VR devices in educa-

tion, which has been explored in (Guo et al., 2021).

A particularly important and evolving area of

game-based learning research involves children with

disabilities. A systematic review conducted by re-

searchers (Jad

an-Guerrero et al., 2023) highlights

“growth in scientiﬁc production related to gamiﬁca-

tion and the education of children with disabilities

over the years, although with a decrease in recent

years.” The development of design frameworks for

educational games must be approached with great

care when including children with autism. However,

research (Mubin and Poh, 2019) has shown that this

is rarely the case, further emphasizing the need for

greater efforts in this ﬁeld.

Student-driven innovation plays a signiﬁcant role

in advancing this ﬁeld. As part of this research,

a student-developed game project has been evalu-

ated to demonstrate how learners themselves can con-

tribute to the development of educational tools. Such

projects not only showcase the creative potential of

students but also highlight their ability to address real-

world educational challenges through technology. By

involving students in the development process, educa-

tors can foster innovation, encourage ownership, and

ensure that the resulting games resonate deeply with

their intended audience. The work presented here rep-

resents our contribution to this ﬁeld.

3 METHODOLOGY

This study employs a mixed-methods approach to

evaluate the effectiveness and inclusivity of a serious

game designed to support children. A survey was de-

veloped to gather feedback from students who inter-

acted with the game, assessing their experiences from

a child’s perspective.

3.1 Participants

The survey included a total of 30 participants: 13 chil-

dren aged 6 to 11 and 17 adults, including college

students and employees, aged 16 to 54. This diverse

participant pool provided valuable insights into how

individuals of varying ages engage with and perceive

the designed serious game.

Integrating Serious Games in Education: Advancing Inclusive Design

813

3.2 Survey Design

The survey consists of a structured feedback form that

integrates both quantitative and qualitative data col-

lection methods. It includes a mix of scaled questions,

open-ended questions, and speciﬁc tasks designed to

assess various aspects of the game. The primary focus

is on how well the game meets the needs of children,

particularly in terms of accessibility, engagement, and

educational outcomes.

1. Scaled questions: These questions allow partici-

pants to rate different aspects of the game (e.g.,

usability, enjoyment, clarity) on a Likert scale.

This provides measurable data on the game’s ef-

fectiveness in addressing the needs of children.

2. Open-ended questions: These questions offer par-

ticipants the opportunity to share their insights,

suggestions, and any concerns they may have re-

garding the game. Their feedback will help iden-

tify potential areas for improvement and guide fu-

ture iterations of the game design.

3. Speciﬁc tasks: Participants were asked to com-

plete tasks within the game and provide feedback

on their experiences. These tasks aim to evalu-

ate the game’s ability to engage users and facili-

tate learning in a way that is accessible to children

with disabilities.

3.3 Data Collection

The survey was distributed to adult participants via a

Google Forms link. To accommodate linguistic dif-

ferences, we created two versions of the survey: one

in English and one in the local language, as younger

children might struggle with answering questions in

English. The game session was conducted in the

classroom, ensuring a familiar and comfortable en-

vironment for the participants. Each session was in-

dividual, allowing for personalized attention. After

completing the game, the participants were given the

survey link, and children completed the questionnaire

on-site with the assistance of the experiment leader.

3.4 Game Development Process

The Computer Graphics group project involved de-

signing and developing an educational ﬁrst-person

(FP) computer game using Unity game engine. Unity

Engine stood out as the ideal choice for this project

due to its remarkable versatility, robust capabili-

ties, and thriving development community. Students

worked in teams to create a stimulating game environ-

ment with four distinct educational activities: Math

and Logic, Colors, Reading and Writing, and Shapes.

The project milestones include:

• Planning and Design (2-3 weeks). During this

milestone,

• Development (4-6 weeks)

• Testing and Debugging (2-3 weeks)

• Finalization and Presentation (1 week)

• Deployment

3.5 Educational Goals

This educational game aims to foster learning and en-

gagement by offering interactive activities across four

domains:

• Math and Logic: Encourage logical thinking and

problem-solving.

• Colors: Teach color recognition and associations.

• Reading and Writing: Promote literacy skills

through interactive tasks.

• Shapes: Enhance spatial reasoning and shape

identiﬁcation.

Each activity must include a minimum of four levels,

providing progressively challenging tasks that cater

to different age groups. To ensure an immersive and

educational experience, teams integrated audio and

visual feedback throughout the game.

Game mechanics were designed to support learning

objectives in the following way:

• Reinforcement through rewards: The game in-

corporates a reward system in the form of au-

ditory feedback and progress indicators to en-

courage correct responses. This mechanic sup-

ports positive reinforcement, a widely recognized

learning strategy, particularly effective for chil-

dren with Autism in reinforcing desired behav-

iors and skills. For example, the progress indi-

cator displays the number of components yet to

be collected or found, while auditory feedback re-

mains positive even when an incorrect answer is

given, using encouraging phrases such as “Please

try again.”

• Task-based progression: The game structure

consists of sequential tasks that ensure players

progress from simple to more complex chal-

lenges. This scaffolding approach aligns with

Bloom’s taxonomy, fostering cognitive develop-

ment by gradually reinforcing skills. This is par-

ticularly evident in the math game, where task

complexity increases with each new level.

ERSeGEL 2025 - Workshop on Extended Reality and Serious Games for Education and Learning

814

• Repetitive play for skill growth: By incorporat-

ing repetitive actions, the game reinforces learn-

ing through practice, which is particularly beneﬁ-

cial for motor skills, and pattern recognition. This

is especially evident in the sports game, where the

player repeatedly shoots a ball into the goal, with

only the color of the ball changing.

The game was designed with inclusivity in mind, par-

ticularly to accommodate players with Autism Spec-

trum Disorder. Key elements contributing to its inclu-

sive design include:

• Positive language and feedback: The language

used throughout the game is positive and encour-

aging. Instead of negative indicators or “x” marks

when an incorrect answer is given or when a task

is not completed on time, the game uses support-

ive messages such as “Please try again” to pro-

mote a growth mindset.

• Clear instructions and guidance: The user inter-

face includes simpliﬁed instructions and visual

cues, making it easier for players to navigate the

game. This support is essential for players with

diverse learning needs.

• Bright and clear colors: The game utilizes bright

and clear colors to capture attention and maintain

engagement. These visual elements are particu-

larly beneﬁcial for players who may need addi-

tional stimuli to focus.

• Easy task progression: The game structure allows

for straightforward progression through tasks,

which helps players easily track their progress and

fosters a sense of accomplishment.

3.6 Technical Design

The project involved multiple technical components:

• Game environment - A user-friendly home screen;

A visually appealing and immersive environment

that motivates exploration.

• Activity development - Each activity is developed

as a set of levels within the game, ensuring com-

patibility with the main environment. Audio and

visual feedback enhance the interactive experi-

ence.

• Game engine implementation - Unity is used to

create game menus, physics, and gameplay me-

chanics. The design includes clear instructions

and help ﬁles to guide users through the experi-

ence, ensuring accessibility for diverse learners.

• Platform and input methods - The game is de-

signed for PC, allowing for a controlled and scal-

able learning environment. It supports keyboard

and mouse inputs to provide an easy, intuitive and

accessible interaction model for players.

4 CASE STUDY: THE SERIOUS

GAME

We aimed to create a game that is both fun and en-

gaging for children aged 4 to 8. The goal was to en-

courage an interest in gaming while promoting phys-

ical activities. Players take on the role of explorers

in a vibrant park, making decisions and actively par-

ticipating in their gaming journey. They can choose

their preferred sporting activity, learn numbers or col-

ors, and navigate through a beautifully designed park

(see Figure 1). These interactions are intended to en-

hance decision-making skills and foster a sense of in-

dependence and engagement. By exploring different

pathways and interacting with the environment, play-

ers unlock various game modes, encouraging active

participation and a personalized gaming experience.

Figure 1: The welcome screen of the game.

4.1 Genre

This game represents an unique blend of adventure,

learning, and sports, combining the thrill of explo-

ration with the joy of physical activities. This combi-

nation creates an immersive and entertaining experi-

ence for young players. By intertwining these genres,

the game offers a balance of discovery, movement,

and sportsmanship, catering to the natural curiosity

and energy of children aged 4 to 8. The genre blend

fosters both cognitive and physical development in an

engaging and interactive way.

4.2 Target Audience

As mentioned earlier, this game is designed specif-

ically for kids aged 4 to 8, offering a user-friendly

and enjoyable experience. Special attention has been

given to the game’s visuals and functionality to en-

sure it appeals to this age group. The primary ob-

Integrating Serious Games in Education: Advancing Inclusive Design

815

jective is to spark curiosity, support decision-making,

and immerse children in a virtual world tailored to

their developmental stage. The game promotes learn-

ing and fun simultaneously, making it a valuable tool

for growth and entertainment.

4.3 Game World Description

The game is set in a carefully designed park ﬁlled

with lively and appealing elements (Figure 2). The

environment features lush greenery, benches, tower-

ing trees, and colorful ﬂowers placed thoughtfully

throughout the landscape. Winding pathways lead

players to various activity zones, such as areas for

sports games (Figure 3), math challenges (Figures 4

and 5), reading-writing activities (Figures 6 and 7),

and shapes (Figures 8 and 9). A nearby school adds

an element of familiarity and community, further en-

hancing the immersive experience (Figure 10).

While the general story and theme were discussed

collaboratively, the UI design and visual style of the

game vary across different activities, as each was de-

veloped by a different team. After agreeing on the

core concept, individual teams had the creative free-

dom to design their respective sections while keep-

ing the overarching narrative in mind. This approach

resulted in diverse stylistic choices across the games,

reﬂecting different artistic interpretations while main-

taining a cohesive learning environment.

This carefully crafted world invites exploration

and offers a visually stimulating backdrop, making

it an ideal setting for young players to embark on

their adventures. Furthermore, the bright colors used

across all games are visually stimulating and help

capture the attention of players. The calming and en-

gaging background sounds, along with generally pos-

itive feedback, create an inviting atmosphere. Ad-

ditionally, the clear and manageable tasks that build

upon one another represent key inclusive features that

are speciﬁcally designed to support a wide range of

learning needs and styles.

Figure 2: The game environment.

Figure 3: The Color game implemented through various

sports.

Figure 4: Math game.

Figure 5: Math game.

Figure 6: The Reading and Writing game.

ERSeGEL 2025 - Workshop on Extended Reality and Serious Games for Education and Learning

816

Figure 7: The Reading and Writing game.

Figure 8: The Shapes game.

Figure 9: The Shapes game.

Figure 10: The nearby school environment within the game

world.

5 RESULTS AND EVALUATION

The study involved 13 children (8 males, 5 females)

who evaluated the serious game using a 5-point Likert

scale (1 = strongly disagree, 5 = strongly agree). No-

tably, participants only provided ratings of 3, 4, or 5,

indicating generally highly positive perceptions (Fig-

ure 11).

We used the Likert scale to cover six key aspects:

clarity of instructions, level complexity, engagement

of visuals and sounds, educational effectiveness, level

progression, and interface usability. The percentage

distribution of responses is as follows:

• Game Instructions Clarity: 85% of participants

strongly agreed (5) that the instructions were clear

and easy to understand, while 15% provided an

agree rating (4).

• Level Complexity: 46% of participants strongly

agreed (5) that the levels were appropriately com-

plex, while 38% rated them as 4, and 15% were

neutral (3).

• Engagement of Visuals and Sounds: The visuals

and sounds were well received, with 85% rating

them as highly engaging (5), 8% as 4, while 8%

remained neutral (3).

• Educational Effectiveness: 77% of children

strongly agreed (5) that the game effectively

teaches math, logic, colors, and shapes, while

15% rated it as 4, and 8% as neutral (3).

• Level Progression: 69% of participants found the

level progression natural and intuitive (5), while

31% rated it as 4.

• Interface Usability: The interface was highly

rated, with 92% of children strongly agreeing (5)

that it was simple to navigate without frustration,

while only 8% rated it as 4.

Figure 11: The results of scaled questions for Children

group of participants.

Within Open-Ended questions, children high-

lighted the elements of the game that they found most

engaging. The responses indicate a strong preference

for sports and mathematics. The inclusion of colors

Integrating Serious Games in Education: Advancing Inclusive Design

817

and education-related features also stands out, sug-

gesting that the combination of playful elements and

educational content is appealing.

Children didn’t ﬁnd any elements confusing or

frustrating, which suggests that the game design is in-

tuitive and engaging for them. This aligns with the re-

sults from the previous distribution of the Likert scale.

The children’s feedback highlighted a strong pref-

erence for more sports, particularly football, in the

game’s educational content, suggesting that the inte-

gration of sports-themed learning activities was well-

received. They also enjoyed the visual aspects of the

game, especially nature settings and the use of colors,

which enhanced their overall experience. In addition

to sports, children appreciated the educational value

of math-related content, particularly activities involv-

ing addition and subtraction.

In the “Speciﬁc Tasks” section of the ques-

tionnaire, three task-related questions were asked:

whether the “Shapes and puzzle” level was intuitive,

whether the difﬁculty progression in the “Math &

logic” section was logical, and whether the navigation

in the main environment was straightforward. All par-

ticipants responded positively, with 100% answering

“Yes” to each question. This indicates that the chil-

dren found the level intuitive, the difﬁculty progres-

sion logical, and the navigation straightforward, with

no additional comments provided. These results sug-

gest that these aspects of the game were well-received

and functioned as intended.

Within the adult group, the study involved 17 par-

ticipants, including 9 males and 8 females. Their re-

sults for the scaled questions are presented below in

Figure 12:

Figure 12: The results of scaled questions for Adults group

of participants.

The evaluation by adults group reveals largely

positive feedback:

• The majority of respondents found the game’s in-

structions clear and easy to understand, with 36%

rating them at the highest levels (Likert 4 and 5)

and no participants selecting the lowest rating.

• Regarding level complexity, while most users

(65%) rated it positively (Likert 3-5), a small por-

tion (12%) found the difﬁculty less appropriate

(Likert 2).

• The visual and auditory elements of the game re-

ceived generally favorable feedback, with 65% of

participants giving high ratings (Likert 4 and 5).

However, 12% of respondents expressed dissatis-

faction (Likert 1), indicating room for improve-

ment in engagement.

• In terms of educational effectiveness, 76% of par-

ticipants rated the game highly (Likert 4 and 5) for

teaching math, logic, colors, and shapes, while a

small portion (6%) felt it was ineffective.

• The progression between levels was perceived as

natural and intuitive by most participants (76%

rated it Likert 3-5). However, 12% of users found

the progression less satisfactory (Likert 2), sug-

gesting that some adjustments may be beneﬁcial.

• Finally, the game’s interface was one of its

strongest aspects, with 71% of participants giv-

ing the highest rating (Likert 5). This suggests

that navigation was smooth and user-friendly,

with only a minimal percentage (6%) experienc-

ing frustration.

The analysis of open-ended responses from the

adult participant group revealed the following key

ﬁndings:

• They found the game’s visuals, colors, and 3D

models highly appealing, with some comparing

the design to Minecraft; they also appreciated the

ease of navigation and smooth gameplay, while a

few emphasized the game’s educational value and

potential to help children.

• The most commonly reported frustration among

adult participants was the lack of clear in-

structions, with multiple respondents noting that

some games had unclear goals or missing guid-

ance, leading to confusion. Additionally, some

found speciﬁc UI elements, navigation between

minigames, and inconsistent visual/audio cues to

be challenging. Other concerns included techni-

cal issues such as frame rate drops and bugs, as

well as confusion regarding speciﬁc mechanics,

like losing a heart after scoring in the basketball

game. While some participants reported no is-

sues, these responses suggest that improving in-

structions, UI clarity, and game consistency could

enhance the overall user experience.

• While some participants felt the educational

content was already effective, others suggested

clearer instructions, more games and levels, adap-

tive difﬁculty, and randomized tasks to enhance

engagement. One response emphasized adding

communication skill activities like role-playing

ERSeGEL 2025 - Workshop on Extended Reality and Serious Games for Education and Learning

818

and interactive storytelling, while others recom-

mended reﬁning math challenges and improving

responsiveness for a better learning experience.

• Participants noted that children would likely enjoy

the game’s vibrant colors, sports-themed games

like basketball, and the cartoon-like environment.

• To make the game more engaging, participants

suggested adding clearer instructions, more ani-

mations, and sound effects. Other ideas included

introducing a running feature, making the games

slightly more challenging, and improving game

navigation (e.g., not starting from the beginning

after exiting a portal).

In the “Speciﬁc Tasks” section of the question-

naire, adult participants were given the same tasks as

the child participants. As expected, the results differ,

as shown in Figure 13:

Figure 13: The results of “Speciﬁc tasks” questions for

Adults group of participants.

The results indicate generally positive feedback

regarding the intuitiveness of the game’s elements, but

also some room for improvement in speciﬁc areas.

• “Shapes and puzzle” level intuitiveness: A major-

ity of participants (59%) found the ”Shapes and

puzzle” level intuitive, with an additional 29%

expressing a somewhat positive opinion. How-

ever, 12% of respondents found it not intuitive,

suggesting that some users may have encountered

challenges or confusion with this level’s design

or instructions. Participants who selected “Some-

what” mentioned a few issues that impacted in-

tuitiveness, such as the lack of clear instructions,

an incorrect image for selecting a circle, and the

sequential popping up of objects instead of dis-

playing them all at once. These issues may have

caused confusion and made the level less intuitive

for some users.

• Difﬁculty progression in the “Math & logic” sec-

tion: The majority (76%) of participants found the

difﬁculty progression in the “Math & logic” sec-

tion logical, indicating effective challenge escala-

tion. However, 18% felt the progression could be

better calibrated, which may be linked to speciﬁc

usability concerns. For instance, the “Somewhat”

response regarding the inability to change incor-

rect answers suggests that while the difﬁculty it-

self is generally appropriate, some aspects of user

interaction — such as not being able to correct

mistakes — may hinder the ﬂow and adaptability

of the experience. This minor frustration could be

contributing to the 18% who found the progres-

sion less logical, pointing to the need for more

ﬂexible mechanics that allow for error correction

and a smoother learning process.

• Navigation in the main environment: While the

majority (82%) of participants found the naviga-

tion in the main environment straightforward, the

“Somewhat” response highlights a speciﬁc frus-

tration related to the portal feature. The partic-

ipant mentioned that the environment feels open

world, offering a sense of freedom, but the por-

tal resets the player to the beginning, which can

be frustrating. This indicates that while the over-

all navigation is user-friendly, minor adjustments

to the portal system — such as allowing players to

maintain progress or continue from their last loca-

tion — could improve the experience and reduce

frustration for some users.

6 DISCUSSION

The results of scaled questions for children group of

participants demonstrate that none of the participants

rated any aspect below 3, suggesting that the game

was mostly well-received. The most positively rated

aspects were interface usability (92% strongly agree-

ing) and clarity of instructions (85% strongly agree-

ing), indicating that the game was intuitive and easy

to use.

While the level complexity received the most var-

ied responses (46% strongly agreeing, 38% agreeing,

and 15% neutral), this suggests that some participants

may have found the difﬁculty level either too easy or

too challenging. Future iterations of the game could

consider adaptive difﬁculty to better match different

skill levels.

Children feedback suggested that expanding the

variety of sports, emphasizing football, and continu-

ing to focus on visually engaging environments and

math challenges would further enhance the game’s

appeal and educational effectiveness.

The children’s feedback on features that could

make the game more engaging included suggestions

like adding a kicking the ball feature. They also sug-

gested incorporating a drawing feature, allowing for

Integrating Serious Games in Education: Advancing Inclusive Design

819

more creativity within the game. Some responses in-

dicated no changes were needed, while others sug-

gested improving the game’s start or adding more

math challenges, such as multiplication and division.

Additionally, there was a request for better lighting of

objects that need to glow, highlighting an opportunity

to enhance the visual effects for clarity and impact.

The analysis of adult participants’ feedback re-

veals a generally positive reception of the game, par-

ticularly its visuals, 3D models, and smooth game-

play. Many adults appreciated the game’s educational

potential and ease of navigation, with some compar-

ing it to Minecraft. However, a key frustration was the

lack of clear instructions, which led to confusion, es-

pecially regarding game goals and mechanics. While

their feedback provides valuable insights into usabil-

ity, design, and educational effectiveness, the results

(see Figure 12) indicate that their perceptions may

differ from those of the actual target audience. Adults

might have higher expectations regarding complex-

ity, engagement, and progression, which could ex-

plain some of the mixed ratings, particularly in as-

pects such as visuals and level design. Additionally,

while they can objectively assess clarity and naviga-

tion, their ability to gauge how engaging or intuitive

the game would be for children remains limited.

Adult participants also provided valuable sugges-

tions for improving the game’s engagement and edu-

cational content. While the majority found the difﬁ-

culty progression in the Math & logic section effec-

tive, some felt it could be better calibrated, particu-

larly through adaptive difﬁculty and the ability to cor-

rect mistakes. Additionally, features like more anima-

tions, sound effects, and a running feature were rec-

ommended to increase engagement. In terms of nav-

igation, although most participants found it straight-

forward, a few expressed frustration with the portal

system, which resets progress, suggesting that allow-

ing players to continue from their last location could

reduce frustration. Overall, these insights point to

several opportunities for reﬁning the game, particu-

larly in the areas of instructions, UI consistency, and

user ﬂexibility.

7 CONCLUSION AND FUTURE

WORK

The results of this study demonstrate that the game

was well-received by children, particularly in terms

of usability and clarity of instructions. The high rat-

ings suggest that the game successfully provides an

intuitive and engaging learning experience. However,

the varied responses regarding difﬁculty level high-

light the need for adaptive gameplay to accommodate

different skill levels. Expanding content variety, es-

pecially in sports-related themes, and enhancing in-

teractive elements could further improve the game’s

appeal.

Future work should focus on reﬁning adaptive

difﬁculty mechanisms and testing long-term learning

outcomes. By continuously iterating based on user

feedback, serious games like the one presented here

can become more effective tools for education, offer-

ing engaging, personalized, and inclusive learning ex-

periences for diverse learners.

REFERENCES

Alotaibi, M. S. (2024). Game-based learning in early

childhood education: a systematic review and meta-

analysis. Frontiers in Psychology, 15:1307881.

Anderson, C. A. and Dill, K. E. (2000). Video games and

aggressive thoughts, feelings, and behavior in the lab-

oratory and in life. Journal of personality and social

psychology, 78(4):772.

Balik, A. and Ramic-Brkic, B. (2019). On-line platform for

early detection of child backlog in the development.

In Advanced Technologies, Systems, and Applications

III: Proceedings of the International Symposium on

Innovative and Interdisciplinary Applications of Ad-

vanced Technologies (IAT), Volume 2, pages 446–456.

Springer.

Bediou, B., Rodgers, M. A., Tipton, E., Mayer, R. E.,

Green, C. S., and Bavelier, D. (2023). Effects of action

video game play on cognitive skills: A meta-analysis.

Cardoso-Leite, P., Joessel, A., and Bavelier, D. (2020). 18

games for enhancing cognitive abilities. Handbook of

game-based learning, page 437.

Christopoulos, A. and Mystakidis, S. (2023). Gamiﬁcation

in education. Encyclopedia, 3(4):1223–1243.

CoderZ (2024). Game-based learning: The future of educa-

tion. Accessed: 2025-01-17.

De Kereki, I. F., Paul

os, J. V., and Manataki, A. (2018). The

“code yourself!” and “¡ a programar!” programming

mooc for teenagers: Reﬂecting on one and a half years

of experience. CLEI electronic journal, 21(2):9–1.

Fadhli, M., Brick, B., Setyosari, P., Ulfa, S., and Kuswandi,

D. (2020). A meta-analysis of selected studies on the

effectiveness of gamiﬁcation method for children. In-

ternational Journal of Instruction, 13(1).

Granic, I., Lobel, A., and Engels, R. C. (2014). The ben-

eﬁts of playing video games. American psychologist,

69(1):66.

Green, C. S. and Bavelier, D. (2012). Learning, attentional

control, and action video games. Current biology,

22(6):R197–R206.

Guo, J., Weng, D., Liu, Y., Chen, Q., and Wang, Y. (2021).

Analysis of teenagers’ preferences and concerns re-

garding hmds in education. Virtual Reality & Intelli-

gent Hardware, 3(5):369–382.

ERSeGEL 2025 - Workshop on Extended Reality and Serious Games for Education and Learning

820

Hamari, J., Koivisto, J., and Sarsa, H. (2014). Does gami-

ﬁcation work?–a literature review of empirical stud-

ies on gamiﬁcation. In 2014 47th Hawaii interna-

tional conference on system sciences, pages 3025–

3034. Ieee.

He, J., Yu, X., Zhu, X., Sun, B., Cheng, Q., and Gui, J.

(2019). Teenagers’ stem-based innovative courses de-

sign. In 2nd International Conference on Social Sci-

ence, Public Health and Education (SSPHE 2018),

pages 48–50. Atlantis Press.

Homen, M. and Juri

c, V. (2023). Teenagers’ gaming

practices and their performance in stem courses. In

2023 46th MIPRO ICT and Electronics Convention

(MIPRO), pages 754–759. IEEE.

Jad

an-Guerrero, J., Avil

es-Castillo, F., Buele, J., and

Palacios-Navarro, G. (2023). Gamiﬁcation in inclu-

sive education for children with disabilities: global

trends and approaches-a bibliometric review. In In-

ternational conference on computational science and

its applications, pages 461–477. Springer.

Jim

enez-Mu

noz, L., Pe

nuelas-Calvo, I., Calvo-Rivera, P.,

ıaz-Oliv

an, I., Moreno, M., Baca-Garc

ıa, E., and

Porras-Segovia, A. (2022). Video games for the treat-

ment of autism spectrum disorder: A systematic re-

view. Journal of Autism and Developmental Disor-

ders, pages 1–20.

Lamrani, R. and Abdelwahed, E. H. (2020). Game-based

learning and gamiﬁcation to improve skills in early

years education. Computer Science and Information

Systems, 17(1):339–356.

Medica Ru

c, I. and Duman

c, M. (2015). Gamiﬁcation

in education. Informatologia, 48(3-4):198–204.

Mubin, S. A. and Poh, M. W. A. (2019). A review on gami-

ﬁcation design framework: How they incorporated for

autism children. In 2019 4th International Conference

and Workshops on Recent Advances and Innovations

in Engineering (ICRAIE), pages 1–4. IEEE.

Nand, K., Baghaei, N., Casey, J., Barmada, B., Mehdipour,

F., and Liang, H.-N. (2019). Engaging children with

educational content via gamiﬁcation. Smart Learning

Environments, 6:1–15.

Oyshi, M. T., Saifuzzaman, M., and Tumpa, Z. N. (2018).

Gamiﬁcation in children education: Balloon shooter.

In 2018 4th International Conference on Computing

Communication and Automation (ICCCA), pages 1–

5. IEEE.

Play2Health (2021). 17 beneﬁts of educational games on

early learning. Accessed: 2025-01-17.

Plekhanov, A. (1992). The pedagogical theory and practice

of maria montessori. Russian Social Science Review,

33(4):79–92.

Prensky, M. (2003). Digital game-based learning. Comput-

ers in entertainment (CIE), 1(1):21–21.

Przybylski, A. K. and Weinstein, N. (2013). Can you con-

nect with me now? how the presence of mobile com-

munication technology inﬂuences face-to-face con-

versation quality. Journal of Social and Personal Re-

lationships, 30(3):237–246.

Ramic-Brkic, B. and Balik, A. (2023). Reinventing progres-

sive learning and teaching processes through gamiﬁ-

cation. In Handbook of Research on Decision-Making

Capabilities Improvement With Serious Games, pages

266–293. IGI Global.

Ramic-Brkic, B., Cosovic, M., and Begic, E. (2021). Phys-

ical and cognitive therapy enhancement using game-

based learning. Advanced Technologies, Systems, and

Applications V: Papers Selected by the Technical Sci-

ences Division of the Bosnian-Herzegovinian Ameri-

can Academy of Arts and Sciences 2020, pages 343–

359.

Integrating Serious Games in Education: Advancing Inclusive Design

821