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

Shahrul Affendi Ishak,Umi Azmah Hasran,Rosseni Din

doi:10.2196/20537

Shahrul Affendi Ishak, Umi Azmah Hasran + Show 1 more

Open Access

https://doi.org/10.2196/20537

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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.

Highlights

The use of digital games for education has been identified as one of the global pedagogical approaches required for 21st century learners [1]
Game designers and developers often collaborate with teachers and experts to construct good instructional games for STEM learning as a universal product
Studies [6,13,17,19,22,28,29,30,39,40] indicate that several universal design attributes need to be incorporated into educational games such as learning theory, learning strategy, pedagogy, learning content, and game characteristics such as value integration

Summary

Introduction

The use of digital games for education has been identified as one of the global pedagogical approaches required for 21st century learners [1]. Game designers and developers often collaborate with teachers and experts to construct good instructional games for STEM learning as a universal product. This was introduced in the earliest model of game-based learning developed by Garris et al [13], which consisted of input, process, and output (Figure 1).

Results

Conclusion