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Defining Digital Game-Based Learning for Science, Technology, Engineering, and Mathematics: A New Perspective on
Shahrul Affendi Ishak1, Rosseni Din1, Umi Azmah Hasran2
1Science, Technology, Engineering, and Mathematics Enculturation Research Centre, Faculty of Education, Universiti Kebangsaan Malaysia, Bangi, Malaysia.
Journal of Medical Internet Research
|February 19, 2021
Summary
This study introduces a new input-process-output framework for developing Science, Technology, Engineering, and Mathematics (STEM) digital games. This guideline aims to improve the quality and learning outcomes of STEM game-based learning experiences.
Area of Science:
- Educational Technology
- Game Design
- STEM Education
Background:
- Digital games are increasingly utilized for informal Science, Technology, Engineering, and Mathematics (STEM) education and therapeutic game-based learning.
- The growing digital game market presents challenges in maintaining the quality of STEM educational games, necessitating multidisciplinary input.
- Existing approaches often lack a structured framework for developing effective STEM digital learning tools.
Purpose of the Study:
- To propose a novel framework for the design and development of digital games for STEM education.
- To provide a structured guideline for creating high-quality STEM digital games that enhance learning outcomes.
- To offer a new perspective on game-based learning by integrating game development, user experience, and learning constructs.
Main Methods:
- A comprehensive review of existing literature on digital games for STEM education from the early 2000s to the present.
- Development of a conceptual framework based on an input-process-output model.
- Analysis of the relationship between game development (input), learner experience (process), and educational outcomes (output).
Main Results:
- A proposed input-process-output framework for STEM digital game-based learning.
- The framework categorizes digital game development as input, learner experience as process, and educational constructs as output.
- The framework is designed to be universal, catering to diverse learner needs and guiding developers.
Conclusions:
- The proposed framework offers a systematic approach to designing and developing effective STEM digital games.
- This structured guideline can assist game designers, developers, and subject matter experts in creating universally applicable and impactful learning experiences.
- Implementing this framework is expected to lead to improved learning outcomes in STEM education through game-based approaches.
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