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Game Design as a STEM Pedagogy

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Title: Game Design as a STEM Pedagogy
Language: English
Authors: Chloe A. Fouilloux (ORCID 0000-0003-1265-5824), Jonathan S. Compton, Naing Naing, Margene Anderson (ORCID 0000-0001-7547-3441), Jessica L. Hite (ORCID 0000-0003-4955-0794)
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
FullText Text:
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  Data: Game Design as a STEM Pedagogy
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  Data: <searchLink fieldCode="AR" term="%22Chloe+A%2E+Fouilloux%22">Chloe A. Fouilloux</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1265-5824">0000-0003-1265-5824</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jonathan+S%2E+Compton%22">Jonathan S. Compton</searchLink><br /><searchLink fieldCode="AR" term="%22Naing+Naing%22">Naing Naing</searchLink><br /><searchLink fieldCode="AR" term="%22Margene+Anderson%22">Margene Anderson</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7547-3441">0000-0001-7547-3441</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jessica+L%2E+Hite%22">Jessica L. Hite</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4955-0794">0000-0003-4955-0794</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Microbiology+%26+Biology+Education%22"><i>Journal of Microbiology & Biology Education</i></searchLink>. 2026 27(1).
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  Data: 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
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  Data: <searchLink fieldCode="DE" term="%22STEM+Education%22">STEM Education</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Design%22">Design</searchLink><br /><searchLink fieldCode="DE" term="%22Game+Based+Learning%22">Game Based Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Gamification%22">Gamification</searchLink><br /><searchLink fieldCode="DE" term="%22Games%22">Games</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Biology%22">Biology</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Participation%22">Student Participation</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink>
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  Data: 1935-7877<br />1935-7885
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  Label: Abstract
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  Data: 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.
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  Data: 2026
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 13
    Subjects:
      – SubjectFull: STEM Education
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Design
        Type: general
      – SubjectFull: Game Based Learning
        Type: general
      – SubjectFull: Gamification
        Type: general
      – SubjectFull: Games
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      – SubjectFull: Higher Education
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      – SubjectFull: Biology
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      – SubjectFull: Student Participation
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      – SubjectFull: College Students
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      – TitleFull: Game Design as a STEM Pedagogy
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