According to Gee's evaluation criteria (2003), educational video games must be pedagogically driven and appropriate to promote learning. These criteria refer to the motivation given to the student when using the application or game, the potential problems he / she will be faced with and his / her level of interactivity.
There are three levels of difficulty (easy, medium and hard) depending on the level of questions asked. In the vocabulary category there are 10 sub-categories related to food, travels, idioms, movies, hobbies etc. In the grammar category there are 12 sub-categories related to intentions, irregular verbs, auxiliary verbs, etc.
After completing quizzes, the application offers feedback so the user can evaluate the answers given. In fact, through this gamification process, the user indirectly aims at improving the cognitive knowledge’s capacity as this improvement will also lead to a better placement in the ranking board.
Assessing the "Johnny Grammar's Word Challenge" application with Gee's criteria for mobilizing the student, this game is structured in such a way that it makes the user feel that his action have a meaning (Gee, 2004). Problems in the application are well organized as there is a scaling difficulty so the learner can easily start from the lowest level of difficulty and reach the highest, making the challenges easily manageable (Gee, 2004). Another advantage is the immediate feedback given as the student quickly acquires an image of his level and knowledge. This is a valid update on the processes that should or have been applied, which serves in understanding and building new knowledge. After all it is widely known that people learn skills, strategies and ideas better when they see how they fit into a more general frame which is meaningful for them. In fact, every experience is reinforced when we understand how it fits into a more important set.
Gee, J.P. (2004). Learning by design: Games as learning machines. Interactive Educational Multimedia, (8), 15-23.