The article “E-Guess: Usability Evaluation for Educational Games” makes a valuable contribution to the field of educational technology by proposing a heuristic specifically designed to assess the usability of educational games, known as E-GUESS.
Building on a systematic literature review and a critical adaptation of the GUESS instrument—originally developed for commercial video games—the authors develop a model that integrates pedagogical, content-related, and ludic dimensions. The mixed-methods approach, involving both expert evaluators and potential users, enhances the study’s validity and reinforces its practical relevance in real educational settings.
One of the key strengths of this work lies in its ability to overcome the traditional dichotomy between “educational” and “fun,” arguing instead that these elements should not be seen as mutually exclusive, but as synergistic components in the design of serious games.
In this regard, the E-GUESS instrument not only assesses the functional effectiveness of educational software but also its formative potential, content relevance, narrative design, social interaction, and user satisfaction. The inclusion of categories such as “Pedagogical Questions” and “Creative Freedom” reflects a holistic and innovative perspective that goes beyond traditional evaluation frameworks.
Ultimately, the article stands out for offering a replicable and adaptable methodology—essential in a field marked by its high interdisciplinarity and the lack of established standards. By focusing on an educational game centered on the periodic table, the study illustrates the instrument’s applicability in a concrete case, while also outlining its limitations and future directions. E-GUESS thus emerges as a promising tool for designers, educators, and researchers dedicated to improving the quality of digital educational games.
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How to Cite: Silveira, A. C., Martins, R. X., & Vieira, E. A. O. (2021). E-Guess: Usability Evaluation for Educational Games. RIED. Revista Iberoamericana De Educación a Distancia, 24(1), 245–263. https://doi.org/10.5944/ried.24.1.27690
