Game Design as a STEM Pedagogy
Saved in:
| Title: | Game Design as a STEM Pedagogy |
|---|---|
| Language: | English |
| Authors: | Chloe A. Fouilloux (ORCID |
| Source: | Journal of Microbiology & Biology Education. 2026 27(1). |
| Availability: | American Society for Microbiology. 1752 N Street NW, Washington, DC 20036. Tel: 202-737-3600; e-mail: journals@asmusa.org; Web site: https://journals.asm.org/journal/jmbe |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2026 |
| Sponsoring Agency: | National Science Foundation (NSF) |
| Contract Number: | 2243076 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | STEM Education, Teaching Methods, Design, Game Based Learning, Gamification, Games, Higher Education, Biology, Student Participation, College Students |
| ISSN: | 1935-7877 1935-7885 |
| Abstract: | Gamification has gained momentum in STEM education as a way to boost student engagement, motivation, and conceptual learning. A wide variety of games, from short in-class activities to long-format student-built projects, are used across disciplines. However, few studies have examined why different game formats succeed or fail across varying contexts. In this perspective piece, we examine how games have been used in higher education STEM classrooms and highlight key contrasts between game types, implementation goals, and learning outcomes. Building from this foundation, we explore the added value of combining game-based learning (GBL) with design-based learning (DBL), particularly through student-led game design. We suggest that student-led game design, which incorporates both GBL and DBL principles, provides instructors with a flexible way to align games with course content, promote systems thinking, and encourage collaboration. Student-led game design is also highly adaptable to online learning environments, offering a way to enhance community and communication, which are typically challenged in this instructional format. Overall, we found that gamification in STEM is most effective when instructors consider both the diversity of game structures and how these support specific learning outcomes. Student-led game design is a flexible, underused strategy that can engage and motivate college-level students across scientific disciplines. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1504686 |
| Database: | ERIC |
| Abstract: | Gamification has gained momentum in STEM education as a way to boost student engagement, motivation, and conceptual learning. A wide variety of games, from short in-class activities to long-format student-built projects, are used across disciplines. However, few studies have examined why different game formats succeed or fail across varying contexts. In this perspective piece, we examine how games have been used in higher education STEM classrooms and highlight key contrasts between game types, implementation goals, and learning outcomes. Building from this foundation, we explore the added value of combining game-based learning (GBL) with design-based learning (DBL), particularly through student-led game design. We suggest that student-led game design, which incorporates both GBL and DBL principles, provides instructors with a flexible way to align games with course content, promote systems thinking, and encourage collaboration. Student-led game design is also highly adaptable to online learning environments, offering a way to enhance community and communication, which are typically challenged in this instructional format. Overall, we found that gamification in STEM is most effective when instructors consider both the diversity of game structures and how these support specific learning outcomes. Student-led game design is a flexible, underused strategy that can engage and motivate college-level students across scientific disciplines. |
|---|---|
| ISSN: | 1935-7877 1935-7885 |
