| 0 |
Graphical Representation |
Vivid colours and shapes have been used |
4-7 |
yes |
| 1 |
Graphical Representation |
The use of text has been avoided as much as possible |
4-7 |
no |
| 2 |
Graphical Representation |
The use of extensive menus and sub-menus has been avoided |
5-10 |
yes |
| 3 |
Graphical Representation |
Icons used are visually meaningful to children |
≤18 |
yes |
| 4 |
Graphical Representation |
Immediate graphical feedback is given showing that actions have had some effect |
4-14 |
yes |
| 5 |
Graphical Representation |
Content-specific metaphors have been used to assist player’s navigation between the interfaces |
5-10 |
no |
| 6 |
Graphical Representation |
Consistency on items has been applied |
≤18 |
no |
| 7 |
Graphical Representation |
Consistency on item position has been applied |
≤18 |
no |
| 8 |
Graphical Representation |
Consistency on item order has been applied |
≤18 |
no |
| 9 |
Graphical Representation |
Simple and intuitive menus have been used |
≤18 |
yes |
| 10 |
Graphical Representation |
Rollover audio, animation, and highlighting has been used for a better functionality indication |
≤18 |
yes |
| 11 |
Graphical Representation |
Icons based on familiar concepts have been used |
≤18 |
no |
| 12 |
Graphical Representation |
Icons do not distract the player from the main task |
≤18 |
yes |
| 13 |
Graphical Representation |
Player has the ability to customize the cartoon art |
≤18 |
no |
| 14 |
Graphical Representation |
In-game communication is fast and comprehensible |
≤18 |
no |
| 15 |
Graphical Representation |
In-game communication has been applied using a graphical representation |
≤18 |
no |
| 16 |
Graphical Representation |
Interfaces provide guidance on task accomplishment |
10-13 |
yes |
| 17 |
Graphical Representation |
Interfaces display the history of the player’s exploration of environments |
6-8 |
yes |
| 18 |
Gameplay and Tutoring |
Video or image instructions have been given at the beginning of the game |
≤18 |
yes |
| 19 |
Gameplay and Tutoring |
Instructions have an age-appropriate format |
≤18 |
no |
| 20 |
Gameplay and Tutoring |
Instructions are easy to comprehend and remember |
≤18 |
no |
| 21 |
Gameplay and Tutoring |
Goals are clear and appropriate for the physical and cognitive capabilities of the target audience |
≤18 |
no |
| 22 |
Gameplay and Tutoring |
Possibilities have been given to players with real impact |
≤18 |
no |
| 23 |
Gameplay and Tutoring |
Limited number of buttons and commands reduced complexity |
≤18 |
yes |
| 24 |
Gameplay and Tutoring |
Rewards have been used for successfully completing a goal |
≤18 |
no |
| 25 |
Gameplay and Tutoring |
Rewards are delivered at appropriate times and frequency |
≤18 |
no |
| 26 |
Gameplay and Tutoring |
Goals are relevant to the teacher’s educational content |
≤18 |
no |
| 27 |
Gameplay and Tutoring |
Goals are relevant to the development of student’s capacities |
≤18 |
no |
| 28 |
Gameplay and Tutoring |
Player’s actions are mapped to the actions on the screen |
4-18 |
no |
| 29 |
Performance and Evaluation |
Player’s performance has been measured based on the number of errors, accomplishments, and time spent |
≤18 |
no |
| 30 |
Performance and Evaluation |
Assistive mechanism has been given to players with lower performance than the expected one |
≤18 |
no |
| 31 |
Performance and Evaluation |
Feedback is available for the player |
≤18 |
no |
| 32 |
Performance and Evaluation |
Feedback indicates skills that need to be improved |
≤18 |
no |
| 33 |
Performance and Evaluation |
Feedback shows how the skills can be improved |
≤18 |
no |
| 34 |
Performance and Evaluation |
Feedback demonstrates the main goals to focus |
≤18 |
no |
| 35 |
Performance and Evaluation |
Feedback shows the player’s common mistakes |
≤18 |
no |
| 36 |
Performance and Evaluation |
Different levels of difficulty have been included |
≤18 |
yes |
| 37 |
Performance and Evaluation |
Automatic difficulty adjustment system has been included |
12-14 |
yes |
| 38 |
Performance and Evaluation |
Activities allow expanding complexity |
12-14 |
no |
| 39 |
Performance and Evaluation |
Activities support player progression at the beginning of each level |
12-14 |
no |
| 40 |
Performance and Evaluation |
Tip system has been used in case of a real-time assistance |
≤18 |
no |
| 41 |
Performance and Evaluation |
Tip system used suggestions of upcoming moves |
≤18 |
no |
| 42 |
Teaching and Learning |
Thematic concepts are relevant to the objectives of children’s education |
≤18 |
no |
| 43 |
Teaching and Learning |
Goals are related to an educational content |
≤18 |
no |
| 44 |
Teaching and Learning |
Game does not overshadow teacher’s presence |
≤18 |
no |
| 45 |
Teaching and Learning |
Game is used as a complementary tool for the child’s education |
≤18 |
no |
| 46 |
Physical Development |
Mouse interactions are as simple as possible |
≤18 |
no |
| 47 |
Physical Development |
One-click interfaces are more common than other interactions (e.g., dragging, double-click) |
≤18 |
no |
| 48 |
Physical Development |
Mouse buttons have the same functionality |
≤18 |
no |
| 49 |
Physical Development |
Touch screens have been used for young children |
≤18 |
no |
| 50 |
Physical Development |
Items are large enough and distanced from each other in young children’s games |
4-10 |
no |
| 51 |
Physical Development |
Dragging is replaced by click/place functionality in young children’s games |
4-13 |
yes |
| 52 |
Physical Development |
Mouse buttons are used for extended period |
≤18 |
no |
| 53 |
Physical Development |
Tangible interfaces have been used |
≤18 |
no |
| 54 |
Physical Development |
Children actively participate in discovery process based on direct manipulatives |
3-18 |
no |
| 55 |
Physical Development |
Large input devices have been used to encourage collaboration |
5-7 |
no |
| 56 |
Physical Development |
Different interfaces have been used to emphasise different actions |
5-7 |
no |
| 57 |
Emotional Development |
Player can define their experiences |
9-14 |
no |
| 58 |
Emotional Development |
Player is in control of the interaction |
9-14 |
no |
| 59 |
Emotional Development |
Entertainment click-ons have been used |
8-12 |
no |
| 60 |
Emotional Development |
Occasional entertaining diversions have been used |
8-12 |
no |
| 61 |
Emotional Development |
Animated pedagogical agents have been used |
12-14 |
no |
| 62 |
Emotional Development |
Expressive, domain-specific agents have been used |
12-14 |
no |
| 63 |
Emotional Development |
On-screen character interventions are supportive |
≤18 |
no |
| 64 |
Emotional Development |
On-screen character interventions are distracting |
≤18 |
no |
| 65 |
Emotional Development |
Activities are interesting |
≤18 |
no |
| 66 |
Emotional Development |
Activities are challenging |
≤18 |
yes |
| 67 |
Emotional Development |
Supportive reward structures have been used |
6-17 |
no |
| 68 |
Format and Accessibility |
Content is clearly structured and facilitates overview and orientation |
≤18 |
no |
| 69 |
Format and Accessibility |
Content has a consistent labelling format |
≤18 |
no |
| 70 |
Format and Accessibility |
Link targets, functionality and general interaction are predictable |
≤18 |
no |
| 71 |
Format and Accessibility |
Multiple navigation techniques have been used (e.g., hierarchical menu, search) |
≤18 |
no |
| 72 |
Format and Accessibility |
Options to suppress distracting content (e.g., blinking, flickering, flashing) works effectively |
≤18 |
no |
| 73 |
Graphical Representation |
Illustrations have been preferred over text |
≤18 |
no |
| 74 |
Graphical Representation |
Headings, Titles and prompts have been used |
≤18 |
no |
| 75 |
Graphical Representation |
Support screen readers have been used |
≤18 |
yes |
| 76 |
Graphical Representation |
Simple screen layout has been used |
≤18 |
no |
| 77 |
Graphical Representation |
Wide margins have been used for maintaining white space |
≤18 |
no |
| 78 |
Graphical Representation |
Basic buttons are displayed on every page (e.g., exit, home, help) |
≤18 |
no |
| 79 |
Format and Accessibility |
Use of clear text fonts (e.g., Arial, Verdana, Helvetica, Tahoma) |
≤18 |
no |
| 80 |
Format and Accessibility |
Navigation buttons are clear, large and consistent |
≤18 |
no |
| 81 |
Format and Accessibility |
Numbered lists have been used instead of bullet point lists |
≤18 |
no |
| 82 |
Format and Accessibility |
Support a font enlargement tool for Web Browsers |
≤18 |
no |
| 83 |
Graphical Representation |
Contrast is noticeable from the use of colours |
≤18 |
no |
| 84 |
Format and Accessibility |
Text has been right justified |
≤18 |
no |
| 85 |
Format and Accessibility |
Use of ALL CAPS has been reduced to a minimum |
≤18 |
yes |
| 86 |
Format and Accessibility |
Voice captions have been used |
≤18 |
no |
| 87 |
Format and Accessibility |
Audio/Voice-overs have been used where words are read aloud |
≤18 |
no |
| 88 |
Format and Accessibility |
Navigation methods have been used for recovery (e.g., undo, back button) |
≤18 |
no |
| 89 |
Format and Accessibility |
Feedback on user’s actions has been used |
≤18 |
no |
| 90 |
Format and Accessibility |
Font size is appropriate based on the child’s age |
≤18 |
yes |
| 91 |
Format and Accessibility |
Large, simple actions have been used for standard gestures on touchscreens (young children’s games) |
3-9 |
no |
| 92 |
Format and Accessibility |
Easy and well-likes gestures on touchscreens have been used (older children’s games) |
10-18 |
no |
| 93 |
Emotional Development |
Content is entertaining |
≤18 |
yes |
| 94 |
Format and Accessibility |
Spatial navigation has been used |
≤18 |
no |
| 95 |
Emotional Development |
Exciting and likable animations and sound effects have been used |
≤18 |
no |
