Abstract
ABSTRACTAmong the many information literacy games that have been developed, evaluations have mostly relied on anecdotal quotations, or procedures which were neither systematic nor rigorous. This study adopted the heuristic evaluation method with end‐users to evaluate an information literacy game for tertiary students. Participants identified problems with the game according to the Heuristic Evaluation of Playability framework. We proposed to extend the HEP framework by including two more categories on characters/graphics and pedagogical effectiveness.
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