Creating effective computer-assisted learning (CAL) environments for children remains challenging, particularly in sustaining motivation, engagement, and meaningful learning outcomes. While educational games are widely used to address these challenges, many studies rely on post hoc evaluation rather than incorporating data-driven insights into the design process. This study presents an exploratory design framework that uses clustering of educational game reviews and sentiment-informed stakeholder insights as design drivers to guide the development of a dual-format nutrition-focused learning environment. The framework integrates established learning analytics techniques, including clustering, behavioral analysis, and sentiment analysis, with pedagogical approaches such as user-centered design, gamification, and interactive learning. An illustrative evaluation was conducted using multiple data sources, including the China Nutrition and Health Survey (CHNS), 1500 educational game reviews, and a classroom-based implementation involving 120 s-grade students. All participants engaged with both board-based and computer-based formats. The analysis identified three design-relevant themes—content engagement, visual appeal, and motivational mechanisms—which were used to inform the development of the learning environments. The results suggest improvements in knowledge-related outcomes, along with observable patterns of learner engagement across interaction formats. The dual-format design was associated with specific engagement patterns, including socially mediated interaction and individual participation. These findings are interpreted as indicative rather than causal. From an educational sustainability perspective, the findings are considered in terms of engagement continuity, outcome consistency, and design adaptability.
Wang et al. (2026) studied this question.