Mobile phone ownership has grown exponentially over the years with the development of many forms of mobile applications that replicate, if not replace, existing real-world technologies. The mobile games market follows this trend, usurping the video games console and computer games market with mobile game apps offering multiplayer and networked mobility. Educational mobile games have their own niche, but at the same time many games made for self-entertainment can be re-purposed into teaching and learning, provided the game dynamics and mechanics are sufficiently present for active learning to take place. This paper is an early literature review and preliminary study on identifying students' perception of certain game dynamics and game mechanics so that in turn any decision in introducing mobile game apps into learning is able to measure their relevance and appropriateness to the target student user. The study employed factor analysis to construct a six-factor model that can be used in measuring students' preferences for, and aversions to, specific game dynamics and mechanics.