Digital Game for Teaching and Learning: An Analysis of Usability and Experience of Educational Games Rennan Raffaele 1( ✉ ) , Breno Carvalho 2 , Anthony Lins 2 , Luiz Marques 2 , and Marcelo Márcio Soares 3 1 University of Beira Interior, Covilhã, Portugal rennan_updown@hotmail.com 2 Catholic University of Pernambuco, Recife, Brazil breno25@gmail.com, thonylins@gmail.com, prof.luizcmarques@gmail.com 3 Federal University of Pernambuco, Recife, Brazil soaresmm@gmail.com Abstract. Desbravadores is a 3D game, available for web, which is about History. The game is in first person, with focus on survivor, where the player is a time traveler and needs to save old artifacts, which was lost in our history. To achieve this goal the team proposed an artifact whose interface simulates a time machine, able to take students/players to meaningful moments of different histor‐ ical periods, immersing it in a realistic environment, initially in 3D and future in “virtual reality”. Both are educational games for awake the interest of Brazilian students and be an interactive tool for teachers in classroom. This study set out to investigate the gameplay and usability of these two games, grounded on the concepts set out by Huizinga, Preece, Rogers and Sharp, and by observation the interactions that users engaged on laboratory tests. Keywords: Educational games · Usability and gameplay · User’s experience · Interaction · Desbravadores · Fun · Playfulness 1 Introduction Educational games are designed specifically to teach people about a certain subject, expand concepts, reinforce development and understanding of a historical or cultural event, or help in learning some skill while playing. Educational games can have various configurations, from board games, card games or even video games. These games, in short, are intended to pass to the children some ethical foundation or life values. Can be presented in different ways, and depending on their primary context, can be used even by teachers in schools. According to the researchers DR Godden and Baddeley AD neuroscience, learning from training is usually specific to the trained skill and training of the context [1]. However, in areas such as education, it is of greatest interest that learning extends beyond specific training. For example, it is more important that a student learns to use mathematical reasoning to solve various problems outside the classroom, rather than just knowing how to use certain mathematical operation in visas © Springer International Publishing Switzerland 2016 A. Marcus (Ed.): DUXU 2016, Part II, LNCS 9747, pp. 303–310, 2016. DOI: 10.1007/978-3-319-40355-7_29