dynamic platform for teaching linguistic pragmatics. RETURN stands out for its novel integration of classical

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.

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

Pragmatic competence, the capacity to use and interpret language appropriately in context, is central to

communicative success yet remains unevenly developed in many language programmes (Taguchi, 2015).

Synthesis studies show that instruction is effective, with particularly strong effects in foreign language settings

where authentic input is limited and form function context relations are less salient (Ren, Li, & Lü, 2023;

Wang, Al‑Shaibani, & Jiang, 2024). Traditional delivery, however, struggles to provide repeated, consequential

practice in socially nuanced situations, which is precisely what learners need to internalise speech acts,

implicature and register choices.

pragmatic decisions drive narrative progress. The design builds on narrative transportation theory, which links

immersive story engagement to meaningful attitudinal and behavioural outcomes, with robust meta‑analytic

support across media and contexts (Green & Brock, 2000; van Laer, de Ruyter, Visconti, & Wetzels, 2014;

studies that bring classical content into interactive settings point to strong engagement, while underscoring the

(Stephan, 2024; van der Molen, Wildeman, Goei, & Hoo, 2016).

situations, which limits learners’ ability to transfer these skills to real-life communication (Wang et al., 2024).

Digital games offer a solution by creating interactive environments where learners make decisions and see the

consequences of their choices. Yet, many existing games lack strong pedagogical design and clear links

between narrative, interface, and learning goals. Without structured learning events and user-friendly design,

learners face unnecessary cognitive load (Li et al., 2025; Ali & Peebles, 2013). There is also a lack of rigorous

evaluation combining learning outcomes with user acceptance models such as TAM, which are crucial for

predicting long-term adoption (Davis, 1989; Venkatesh & Davis, 2000). This highlights the need for a mobile

game that integrates strong pedagogy, engaging narrative, and systematic evaluation.

adapted into quests that make pragmatic choices consequential, for example requests, refusals, mitigation,

implicature and register. Gagné’s Nine Events guided the learning flow from attention and goal setting to

modelling, practice, feedback and transfer opportunities inside quests (Li et al., 2025; McNeill & Fitch, 2023).

Interface and interaction design applied Gestalt principles of grouping and continuity to cue affordances and

deepen presence, given evidence that audio characteristics can influence immersion and performance in

educational games (Kao, Ratan, Mousas, & Magana, 2021).

and time on task (Huang, Luo, Yang, Lu, & Chen, 2020). Participants completed approximately 90 minutes of

gameplay across two sessions. Quantitative analyses included paired sample tests for learning gains and

exploratory subgroup comparisons, with thematic coding of short debrief interviews to contextualise results

(Taguchi, 2023; Tang & Taguchi, 2020).

(SD = 2.1). Participants were evenly divided between lower and higher proficiency based on institutional

practice in short‑cycle evaluations of serious games in language learning (Chen et al., 2020; Taguchi, 2023).

evidence that usability and perceived utility are key predictors of adoption in educational technologies (Davis,

1989; Šumak et al., 2011).

Table 1. TAM‑based user satisfaction results

3

6.3 (0.6)

0.88

consistent with research showing that narrative immersion and perceptually clear interfaces can enhance

engagement and satisfaction in learning environments that require rapid social interpretation (Green & Brock,

2000; Ali & Peebles, 2013).

By weaving pragmatic choices into a coherent retelling of The Odyssey, and by aligning instructional flow and

interface clarity with established learning and HCI principles, RETURN achieved high user satisfaction on all

The researchers would like to thank all participants of the research in using the application and assisting in the

completion of this project; directly and indirectly.

2. Braddock, K., & Dillard, J. P. (2016). Meta-analytic evidence for the persuasive effect of narratives on