Game design as a STEM pedagogy

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.