MIDI-AM Videogame Usability in Virtual Learning as a Digital Pedagogical Tool in Emerging Economies

This article analyzes educational video games' usability as a pedagogical support tool in primary early childhood education, particularly in virtual environments of emerging economies. The MIDI-AM series of educational digital games is used as a case study that focuses on learning by playing using technology. The study examines the degree of usability, applicability, and relevance of these serious games as pedagogical tools in educational virtuality, identifying opportunities for improvements and designing a practical methodology to evaluate them as part of the teaching-learning process. A triangulated analysis is carried out with mixed methods, evaluating data generated in a control panel of MIDI-AM applications, focus groups with teachers and parents of local schools, and user satisfaction questionnaires. The results regarding usability and relevance of the applications were primarily positive. However, certain shortcomings in these applications' structure and possible opportunities for improvement within the educational context applicability were also identified.

本文针对新兴经济体虚拟教学场景下，作为早期儿童初等教育教学辅助工具的教育类电子游戏的可用性展开分析。本研究以MIDI-AM系列教育数字游戏为案例对象，该系列游戏主打依托技术实现“寓学于玩”的学习模式。本研究旨在评估此类严肃游戏作为教学工具在虚拟教育场景中的可用性、适配性与教学契合度，同时挖掘其可优化空间，并设计一套可落地的评估方法，将其纳入教与学的完整流程之中。研究采用混合研究方法结合三角验证分析法，通过多维度渠道采集数据开展评估：涵盖MIDI-AM应用后台控制面板生成的运行数据、当地学校教师与家长焦点小组访谈数据，以及用户满意度调查问卷数据。研究结果显示，该类应用的可用性与教学契合度整体表现积极向好，但同时也发现了其在结构层面存在的若干不足，以及在教育场景适配性层面可供优化的改进空间。