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00925njm 22002777a 4500 dc Martínez García, Kim author Menéndez Menéndez, María Isabel author Bustillo Iglesias, Andrés author 2022-11 Serious games have to meet certain characteristics relating to gameplay and educational content to be effective as educational tools. There are some models that evaluate these aspects, but they usually lack a good balance between both ludic and learning requirements, and provide no guide for the design of new games. This study develops the Gaming Educational Balanced (GEB) Model which addresses these two limitations. GEB is based on the Mechanics, Dynamics and Aesthetics framework and the Four Pillars of Educational Games theory. This model defines a metric to evaluate serious games, which can also be followed to guide their subsequent development. This rubric is tested with three indie serious games developed using different genres to raise awareness of mental illnesses. This evaluation revealed two main issues: the three games returned good results for gameplay, but the application of educational content was deficient, due in all likelihood to the lack of expert educators participating in their development. A statistical and machine learning validation of the results is also performed to ensure that the GEB metric features are clearly explained and the players are able to evaluate them correctly. These results underline the usefulness of the new metric tool for identifying game design strengths and weaknesses. Future works will apply this metric to more serious games to further test its effectiveness and to guide the design of new serious games. http://hdl.handle.net/10259/7341 10.3390/app122211757 2076-3417 Serious games Game evaluation Game desing Metrics A New Measure for Serious Games Evaluation: Gaming Educational Balanced (GEB) Model