Educational game applications' production considers technical, pedagogical, and aesthetic resources guided by the type of device used, interfaces, and themes. In addition, it considers users' tastes and preferences, trends in society, and the environment. However, no evidence in the recent literature allows developers to identify entire patterns or structures in serious games production. This chapter analyzes university experiences and research related to the design, development, and use of ludic games application for mobile devices' MIDI-AM model series games as tested in local environments. These games are aimed at children in their first years of primary school education. The MIDI-AM model is proposed as a methodology that considers a technical and aesthetic platform to guide serious game applications' production and monitoring. These are suggested as supporting tools for the traditional teaching-learning process.

Educational game applications' production considers technical, pedagogical, and aesthetic resources guided by the type of device used, interfaces, and themes. In addition, it considers users' tastes and preferences, trends in society, and the environment. However, no evidence in the recent literature allows developers to identify entire patterns or structures in serious games production. This chapter analyzes university experiences and research related to the design, development, and use of ludic games application for mobile devices' MIDI-AM model series games as tested in local environments. These games are aimed at children in their first years of primary school education. The MIDI-AM model is proposed as a methodology that considers a technical and aesthetic platform to guide serious game applications' production and monitoring. These are suggested as supporting tools for the traditional teaching-learning process.

This article analyzes educational video games' usability as a pedagogical support tool in primary early childhood education, particularly in virtual environments of emerging economies. The MIDI-AM series of educational digital games is used as a case study that focuses on learning by playing using technology. The study examines the degree of usability, applicability, and relevance of these serious games as pedagogical tools in educational virtuality, identifying opportunities for improvements and designing a practical methodology to evaluate them as part of the teaching-learning process. A triangulated analysis is carried out with mixed methods, evaluating data generated in a control panel of MIDI-AM applications, focus groups with teachers and parents of local schools, and user satisfaction questionnaires. The results regarding usability and relevance of the applications were primarily positive. However, certain shortcomings in these applications' structure and possible opportunities for improvement within the educational context applicability were also identified.

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