Mechanics-Dynamics-Aesthetics (MDA) framework adapted to educational gamification

Design · All designs
Evidence · 2 claims (2 for) · 1 study (1 causal), q2 · 1 of 1 report an effect size · 2 claims rest on one study

Description

The article uses the Mechanics-Dynamics-Aesthetics framework (Hunicke et al., 2004) as its organising gamification model, adapted to the education field. It defines mechanics as "the system's set of constituent elements, the relation linking between them, and the way in which a system can routinely function", dynamics as how the player-student interacts with the mechanics, and aesthetics as the perceptions and sensations-emotions experienced by students while playing. The authors chose MDA over the Points-Badges-Leaderboards system because PBL "only fits one player type: 'achievers'", whereas MDA was used "to achieve an inclusive gamified atmosphere for all student-player types".

Design Implications

Context

Requirements

• Design must attend to dynamic and aesthetic spheres in class, and not only to gamification mechanics such as the PBL system, per the authors' discussion.

Constraints

• The authors argue the PBL gamification system only fits one player type (achievers), which motivated the use of MDA instead.

Target Learners

• Primary school students (Year 6 and Year 7) in Physical Education classes

Learning Goals

• Motivation, dispositional flow, basic psychological needs, rhythmic motor skill, and commitment to learning in PE

Claims

• Gamified Exergaming Improves Basic Psychological Needs Pe [+M]
• Gamified Exergaming Motivation Sdt Outcomes [+M]

Related Designs

Examples

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Key Sources

• Quintas, A., Bustamante, J.-C., Pradas, F., & Castellar, C. (2020). Psychological effects of gamified didactics with exergames in Physical Education at primary schools: results from a natural experiment. https://doi.org/10.1016/j.compedu.2020.103874

Page metadata

Field	Value
type	design
id	mda-framework-educational-gamification
title	Mechanics-Dynamics-Aesthetics (MDA) framework adapted to educational gamification
description	The article uses the Mechanics-Dynamics-Aesthetics framework (Hunicke et al., 2004) as its organising gamification model, adapted to the education field.
status	review
generated	by process:settle-candidates on 2026-10-29
trust	unverified — no one has confirmed this page's content
sources	1 — quintas-2020

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