Ning Ding et algiven small activities to learn and practice specific knowledge. Also, all materials are presented in a playful and engaging digital platform with clear context and narratives.To examine the gameplay data from EDURINO, this study was informed by different methodological frameworks of learning processes within digital games (Baker, Gašević, and Karumbaiah, 2021; Siemens and Baker, 2012). Notably, the entitative/reductionist paradigmhas been the mostly widely adopted in research on educational apps (Fisch et al., 2024;Halversonand Owen,2014).It focuses on breaking down complex phenomena, i.e., learning within a game, into their constituent components, e.g., game design and player behaviour, to understand relationships between these factors. Nevertheless, the uncertainty and noise in game-based assessment data require detailed examination of the game content and mechanics to establish reliable and meaningful learning metrics (Xu et al., 2021).

The current research focused on game-assessment data to reveal that childrenshownclear improvements in EDURINO’s gameplay context. Learning progress was evident within a single play session as well as across multiple play sessions. The app’s engaging content was age appropriate and children’s game performance followed universal developmental trajectory.