Learning Engagement in a Pre-Alpha Version of an Educational Game: Evaluation and Proposed Solutions

The study evaluates learning engagement in a pre-alpha version of "Planeta em Perigo," an educational math game designed for both deaf and hearing students, with the aim of demonstrating that engagement-focused playtesting conducted early in development can meaningfully improve an educational game before release. Using Whitton's five-factor engagement model (Challenge, Control, Immersion, Interest, and Purpose), the researchers had 23 hearing students aged 7 to 18 (mean age 13.7) play the game's single pre-alpha challenge, drawing on an Engagement Scale, observational grids, and media usage questionnaires.

Overall engagement was moderate (MD = 4.0, SD = 0.3). Challenge was the highest-rated factor (MD = 4.3), with Achievability the strongest sub-factor (MD = 4.5). Control emerged as the principal weakness, driven by misaligned movement axes in the isometric view, the inability to skip sign-language narration, and unfamiliarity with keyboard controls. Playtesting also surfaced a dialogue menu bug and a misleading "+" element in the number-line interface, which the authors believe depressed the engagement scores.

Purpose was reduced among higher-education students, who tended to see the game as merely educational rather than ludic. The authors also report gender differences: female players showed slightly lower engagement and less prior gaming experience, while male players rated Control lower, possibly reflecting greater familiarity with conventional game mechanics.

To address these findings, the authors propose concrete remedies: an initial controls tutorial, correction of the movement axes, a skip-dialogue function, removal of plus signs from the number-line UI, and clearer framing of the title as a ludic experience. The study's conclusions are tempered by a non-homogeneous sample and reliance on a single engagement measure, but it ultimately argues that evaluating engagement early in playtesting is essential to improving educational game design.