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

Abstract

UNSTRUCTURED In modern digital age, digital games being used as informal media for STEM education and medical therapy through digital game-based learning (DGBL). Digital game serves learners with a graphical system of interaction that allows them to enhance scientific concepts with an enjoyable environment. The vastly increasing number of digital games produce in the market affects the quality of the STEM digital games while requiring multidisciplinary experts. This paper proposes a framework for STEM digital game-based learning throughout input-process-output stages. Several literatures have been reviewed from the early 2000s and present studies to discuss the new viewpoint on design and developing digital games particularly for STEM. This proposed framework consists of digital game development as input, experience as a process, and constructs involved as output to ensure the game's output is a universal research product. The simple and precise framework will lead to a universal product used for various types of learners. This paper presents the new perspective on the framework for design and developing STEM digital games in DGBL. This framework can be used as a guideline for game designers, developers, and STEM experts to develop STEM digital games for various purposes to achieve better learning or learning outcome when designing digital games for STEM.

Digital Game-Based Learning Model as an Educational Approach

“…Children of all ages can learn through digital games. In recent years, it has been seen that it is preferable to use such games from kindergarten to 12th grade to increase children's interest in learning (Ishak, Din & Hasran, 2021). According to current research; It is seen that digital games are mostly used to support children's participation in learning processes and to increase their motivation and interest in learning.…”

Polymer electrolyte membrane modification in direct ethanol fuel cells: An update

“…For example, the Horizon Educational Fuel Cell firm has released the Ethanol Fuel Cell Kit and Bio-energy Science, as shown in Figure 8a, which are manufactured from DEFCs and have a power similar to a conventional 1.5 V dry cell battery. 117 Offenburg University was reported to have used the DEFCs for the Fuel Cell Vehicle (FCV) race competition, as shown in Figure 8b, where the size of the DEFC stack used was 2 kW. 11 Nissan Motor Corporation has also introduced the e-Biofuel-Cell, which is a fuel cell system that uses bioethanol as a fuel source to generate electricity through the Solid-Oxide Fuel Cell (SOFC).…”

“…Even though the maturity of DEFCs in the common market is still low, DEFCs have made substantial progress in the commercialization work phase as a new alternative energy in the future. For example, the Horizon Educational Fuel Cell firm has released the Ethanol Fuel Cell Kit and Bio‐energy Science, as shown in Figure 8a, which are manufactured from DEFCs and have a power similar to a conventional 1.5 V dry cell battery 117 . Offenburg University was reported to have used the DEFCs for the Fuel Cell Vehicle (FCV) race competition, as shown in Figure 8b, where the size of the DEFC stack used was 2 kW 11 .…”

“…(a) Horizon educational fuel cell product: (i) ethanol fuel cell kit and (ii) bio‐energy science kit 117 ; (b) Shell Eco Marathon University of Offenburg Team with its DEFC powered vehicle 11 ; (c) mechanism of reformer to produces hydrogen from bioethanol, and a fuel cell stack generates electricity from a reaction between the hydrogen and oxygen (air) in the stack 118 ; (d) Nissan vehicle prototype powered by a solid oxide fuel cell (SOFC) that works with bioethanol 119 ; (e) direct ethanol fuel cell stack from DNC power company 11 [Color figure can be viewed at wileyonlinelibrary.com]…”