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The development of self in children is deeply rooted in social interactions, mainly through stages of play and structured games. These stages, outlined by sociologist George Herbert Mead, illustrate how children progressively learn to understand and adopt social roles, forming a cohesive sense of self.The Play Stage: Imitation and Simple Role-TakingIn the early years of childhood, the play stage is characterized by imitative behavior, where children engage in role-playing based on familiar...
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When designing a water slide, controlling the speed of water flow is crucial for rider safety while maintaining an exciting experience. As water flows down the slide, gravity causes it to accelerate, with its speed at the bottom depending on the height from which it starts. The higher the slide, the more potential energy the water has at the top, which is converted into kinetic energy as it descends, increasing its speed.
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Combining Computer Game-Based Behavioural Experiments With High-Density EEG and Infrared Gaze Tracking
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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
PubMed
Summary
This summary is machine-generated.

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.

Keywords:
STEMdesign-based learninggame designgame-based learninggamificationundergraduate education

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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.