Exploring the Influence of Demographic Factors on Progression and Playtime in Educational Games

Games are now ubiquitous, and educational games are becoming increasingly prevalent. Like other games, educational video games attract participants from different ethnicities and with different gender expressions. As such, educational game designers face a necessity to develop inclusive games. In this paper, we focus on inclusivity, diversity, and equity (DEI) issues by investigating if the computer programming game Mazzy benefited participants from broad demographic backgrounds. We highlight inclusive features present in Mazzy, and, focusing on the participants’ self-reported gender and race/ethnicity, reflect on their play experience and learning outcomes. We found evidence that the game supported learning outcomes and facilitated an engaging play experience for participants from diverse demographic backgrounds. We discuss challenges and implications for the broader literature.