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Game design as a STEM pedagogy.
Chloe A Fouilloux1, Jonathan S Compton1, Naing Naing1
1Department of Pathobiological Sciences, University of Wisconsin, Madison, Wisconsin, USA.
Journal of Microbiology & Biology Education
|December 11, 2025
Summary
Gamification in STEM education enhances student engagement and learning. Student-led game design, combining game-based learning and design-based learning, offers a flexible approach for effective STEM instruction.
Area of Science:
- STEM Education
- Higher Education Pedagogy
- Educational Technology
Background:
- Gamification is increasingly used in STEM to improve student engagement, motivation, and learning.
- Various game formats exist, but their effectiveness across different contexts is understudied.
- Understanding why certain game formats succeed or fail is crucial for effective implementation.
Purpose of the Study:
- To examine the use of games in higher education STEM classrooms.
- To highlight contrasts between game types, implementation goals, and learning outcomes.
- To explore the benefits of combining game-based learning (GBL) with design-based learning (DBL), especially through student-led game design.
Main Methods:
- Perspective piece analyzing existing literature and practices.
- Examination of game-based learning (GBL) and design-based learning (DBL) integration.
- Focus on student-led game design as a pedagogical strategy.
Main Results:
- Student-led game design effectively aligns games with STEM course content.
- This approach promotes systems thinking and enhances collaboration among students.
- Student-led game design is adaptable to online learning, improving community and communication.
Conclusions:
- Gamification in STEM is most effective when game structures align with specific learning outcomes.
- Student-led game design is an underutilized yet flexible strategy for engaging college STEM students.
- This approach offers significant potential for motivating students and improving learning across scientific disciplines.
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