In post-digital society, data literacy is an essential skill for navigating the vast amounts of data generated in everyday life and data-driven decision making are necessary skills for social innovation and justice. Game-based learning offers adults an engaging approach to developing these skills. This paper describes a study that examines adult participants’ perceptions of the DALI (Data Literacy) Toolkit, a set of educational games designed to promote data literacy through fun and interactive gameplay. Focusing on 11 non-digital games, this study explored the relationship between perceived enjoyment and learning outcomes, considering factors such as age, game experience, and the clarity and ease of use of the games. Results indicate that well-designed educational games can effectively engage and educate adult learners, regardless of their age or previous gaming experience. Significant positive correlations were found between perceived fun and learning, and between the clarity of game elements and perceptions of both fun and learning. These findings highlight the potential of games to support lifelong learning and skill development, making complex concepts more accessible and enjoyable. The DALI Toolkit exemplifies how integrating playful values into educational game design can create dynamic, learner-centered environments that foster intrinsic motivation, active participation, and meaningful learning experiences.
Tur et al. (2025) studied this question.