Evaluating the Usability and Effectiveness of an Educational Game Integrating Human-Centric Design for Learning Basic Algorithms
DOI:
https://doi.org/10.23917/ieltech.v1i2.17570Keywords:
Algorithmic Thinking, Educational Game, Human-Centric Design, System Usability Scale, Vocational EducationAbstract
Mastering basic algorithmic logic is a fundamental requirement in vocational informatics education; however, traditional static instructional methods often fail to engage students due to the abstract nature of the concepts. This study aims to evaluate the usability and effectiveness of an educational game, developed using a Human-Centric Design (HCD) approach and the ADDIE framework, to facilitate the learning of basic algorithms. The research involved 30 Grade X Multimedia vocational students, evaluated through a pre-test and post-test control group design. Pedagogical effectiveness was measured using Normalized Gain (N-Gain) and an Independent Sample T-test, while user acceptance was quantified using the System Usability Scale (SUS). The results demonstrated that the game-based intervention was significantly more effective than traditional lectures, achieving an N-Gain score of 63.86% (Moderately Effective) compared to the control group's 18.52% (Ineffective), with a statistical significance of p = 0.000. Furthermore, the usability evaluation yielded an average SUS score of 64.4. While this score confirms the system's functional viability and high user independence, it also identifies a steep initial learning curve, highlighting the need for a progressive onboarding phase. In conclusion, integrating HCD within educational games successfully transforms abstract programming syntax into an accessible interactive experience, effectively bridging the pedagogical gap and enhancing students' algorithmic comprehension in vocational education.
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