Defining Digital Game-Based Learning for Science, Technology, Engineering, and Mathematics: A New Perspective on Design and Developmental Research

Abstract

In the modern age, digital games are widely used as informal media for Science, Technology, Engineering, and Mathematics (STEM) education and medical therapy for game-based learning. Digital games provide learners with a graphical system of interaction that enhances scientific concepts within an enjoyable environment. The vastly increasing number of digital games produced in the market affects the quality of STEM digital games while requiring multidisciplinary expertise. This paper proposes a framework for STEM digital game-based learning encompassing input-process-output stages. Several studies from the early 2000s onward were reviewed to discuss and present a new perspective on a framework for the design and development of digital games, particularly for STEM. This proposed framework consists of digital game development as input, experience as a process, and constructs as output. This simple and precise framework will generate a universal product for various types of learners. It can thus be used as a guideline for game designers, developers, and experts to develop STEM digital games and achieve better learning outcomes.

Serious educational games for children: A comprehensive framework

“…Determining the content of games is recognized as one of the important aspects of SGs design for children [ 34 , 40 ]. The studies indicated that learning content is identified as a universal attribute in SEGs and plays a crucial contribution in constructing good instructional games [ [48] , [49] , [50] ]. These results show the important role of learning content in children's games.…”

Media Education through Digital Games: A Review on Design and Factors Influencing Learning Performance

“…Designing and developing games in education is complicated due to the incorporation of educational content, game elements, and entertainment [6,18,24,25]. The purpose is to engage players to the game play and enhance learning.…”

“…In most literature, scholars, academics and game designers discuss the input process of developing good games for educational purposes (Table 1). However, the latest review and conceptualization on digital games for education indicates six universal attributes that contribute to a good game design, as follows: theory, learning strategy, pedagogy, learning content, game elements and game principle design [24,25].…”

“…Designing digital games that incorporate educational approaches require systematic planning [24]. The developed game must allow learners to create their own knowledge and understanding as a result of playing games.…”

Medical Education 4.0: A Neurology Perspective

“…To the effects and advantages of gamification of medical education, researchers in Malaysia have proposed a framework for GBL in the science, technology, engineering, and mathematics (STEM) fields. Their article outlines the specifications required in a game to reach desirable results, from the phase of conception to execution and outcome measurement [ 59 ].…”