Currently, few studies focus on analysing the degree of the Player eXperience (PX) in video games. Video games have now become interactive entertainment systems with a high economic impact on society; these are interactive systems characterised by their subjectivity, which differ from other systems in that their main objective is to entertain and amuse the user (player). This work discusses the analysis and evaluation of the User eXperience (UX) in interactive entertainment systems, exploring how usability, given its definition, objectives and the fact it is one of the main dimensions of UX, is not sufficient to characterise the PX, giving rise to a new concept: Playability. In this paper, we present a framework for the analysis and evaluation of the UX in video games. The results show the need and importance of a framework to help us understand and measure the experience that players feel using these types of interactive systems, in order to improve the experience during play time. The proposed framework characterises the experience using attributes to identify and properties to measure UX. It thus provides a multifaceted analysis mechanism to assess the impact of the gaming experience and its relationship with the elements of a video game. We therefore present a system to represent UX based on this framework, with the aim of ensuring and measuring a satisfactory experience of the entertainment system. Finally, we discuss a practical experiment in which an evaluation of the playability of a commercial video game was carried out using the methods proposed in this work.

With the rapid evolution of mobile technology, the adoption of mobile learning in education has also increased. Several studies have conducted various systematic literature reviews to discuss mobile learning from different perspectives, such as its advantages and limitations. However, limited attention has been paid to pedagogy in mobile learning. To address this gap, this study conducts a systematic review of 165 empirical studies on mobile learning to investigate the changing landscape of mobile learning pedagogy. The findings reveal that, despite the ubiquity and flexibility of mobile technologies, most mobile learning studies were conducted in formal settings. The findings also reveal that game-based learning and collaborative learning were the most frequently used pedagogical approaches. Furthermore, redefinition is the most frequently used pedagogical functionality of technology in mobile learning, based on the Substitution Augmentation Modification Redefinition (SAMR) model. The findings of this systematic literature review could be beneficial to both researchers and practitioners in highlighting how mobile learning is designed and implemented, and what gaps should be focused on to enhance pedagogical experiences on mobile devices and thus achieve better mobile learning outcomes.