Return: A Greek Mythology-Themed Educational Mobile Game on Pragmatics

Authors

Anom Suraya Binti Muhammad Feisal

Akademi Pengajian Bahasa, Universiti Teknologi MARA Shah Alam (Malaysia)

Nur Alieya Ariesa Binti Afandy

Akademi Pengajian Bahasa, Universiti Teknologi MARA Shah Alam (Malaysia)

Anis Azeanna Binti Azemi

Akademi Pengajian Bahasa, Universiti Teknologi MARA Shah Alam (Malaysia)

Muhammad Haziq Bin Abd Rashid

Akademi Pengajian Bahasa, Universiti Teknologi MARA Shah Alam (Malaysia)

Article Information

DOI: 10.47772/IJRISS.2025.925ILEIID000074

Subject Category: Education

Volume/Issue: 9/25 | Page No: 433-438

Publication Timeline

Submitted: 2025-09-23

Accepted: 2025-09-30

Published: 2025-11-07

Abstract

This research introduces RETURN, an educational mobile game that reimagines Homer’s "The Odyssey" as a dynamic platform for teaching linguistic pragmatics. RETURN stands out for its novel integration of classical literature, interactive storytelling, and pragmatic instruction, offering an engaging alternative to traditional language learning approaches. Developed with the Unity Engine, the game features original character designs, professional voice acting, and a soundtrack inspired by EPIC: The Musical, resulting in a visually and aurally immersive user experience. The product’s interface is intuitively designed following Gutenberg Diagram and Gestalt Principles frameworks, ensuring accessibility for learners across academic levels, and its narrative-driven quests allow players to explore complex pragmatic concepts through meaningful in-game interactions. The content was then developed using Gagne’s Nine Events of Instructions, allowing comprehensive delivery of educational content to the users. From a commercial perspective, RETURN demonstrates strong scalability and market potential. Its cross-disciplinary content appeals to both the educational sector and the broader mobile gaming audience, positioning it as a versatile tool for classroom integration or independent learning. The game’s modular design allows for future expansion and localisation, enhancing its commercial viability and adaptability to diverse learning contexts. RETURN also embodies social responsibility by addressing gaps in language education. By making abstract linguistic concepts tangible and enjoyable, the game promotes equitable access to high-quality learning resources, particularly for students who may not thrive in conventional classroom settings. The research findings through quantitative research design indicate high user satisfaction across gender and learning backgrounds, underscoring the product’s inclusivity and broad appeal. In its presentation, RETURN distinguishes itself through a seamless blend of educational rigor and entertainment value. The product’s polished visual aesthetics, cohesive narrative structure, comprehensive educational content and user-centred interface contribute to a compelling and professional display. Overall, RETURN exemplifies how thoughtful game design can advance both educational outcomes and social good, setting a benchmark for future innovations in digital learning

Keywords

pragmatics; mobile game; gamification; education technology

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