With the spread of mobile games targeting preschoolers there is an increased need for the creation of high-quality, research-based content for this age group. But how can "quality" be defined here? To answer this question, an extensive review of literature and available rating systems was needed which resulted in a detailed set of attributes which constitute a fun, usable, beneficial and, above all, successful mobile learning game targeting preschoolers. This framework (Pre-MEGa) is presented in this paper with the aim of facilitating the process of translating research into concrete, measurable characteristics for designing and evaluating this type of software.

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This paper discusses the causes, extent and implications of the digital language divide in technologies used by young Arabic-speaking children by the example of Egyptian preschoolers. The discussion is based on two studies: A preliminary survey examining the nature of Egyptian preschoolers' use of technology and an analytical evaluation of representative Arabic literacy developing applications available for Egyptian children compared to their English counterparts.

In this chapter, the topic of evaluating learner experience in serious games is discussed with respect to four different dimensions: gaming, learning, using and context with a special focus on using multimodal data. After reviewing relevant research fields, the steps involved in a serious games evaluation process is investigated and relevant evaluation studies are reviewed with emphasis on the use of different modalities for recording and assessing in-game interactions. Finally, a theoretical framework (LeGUC) is proposed defining parameters related to the four dimensions discussed which can be observed during evaluation studies of serious games and how they relate to logged in-game interactions. The framework is based on relevant literature as well as a conducted observational user study.