In the past two decades, a considerable amount of research has focused on digital games as part of media education. Digital game-based learning (DGBL) is identified as a potential pedagogical approach to enhance learning in the digital era. In light of the increased number of academic articles on educational games, this study considers the development and the factors that influence learning performance among children by providing a thematic review of the literature available on DGBL. Findings show that despite following developmental standard procedures, a distinct perspective between the game designer and the educator is essential. Three major approaches have been identified, namely the learner-centered, the game-centered and the model approaches. Learning processes that use digital games show empirically positive results as well as the great influence in terms of intrinsic motivation, game features and overall learning experience.

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.

Using games to teach science, technology, engineering, and mathematics (STEM) can enhance the quality of education. The idea of using digital games to increase individual interest towards STEM has been implemented as gaming technology has evolved in the 21st century. A correlation exists between using digital games and the learning outcomes which suggests that incorporating digital games may develop interest; however, the theoretical discussion on how interest may be developed with digital games remains inconclusive, thus, resulting in the need for further discussion. Hence, we aim to contribute with a discussion on how STEM digital games can develop individual interest in STEM. Previous studies on digital games in the STEM education context support the arguments presented in this study, therefore, there is a high probability that STEM digital games develop interest. Nevertheless, this can only be achieved with a good STEM game design and defining what is a good STEM game design is subjective. Several elements can be used as indicators to describe the quality of a design. These include the pedagogical learning content and the inclusion of fun elements within a design. Therefore, we propose the integration of theories with pedagogy, learning strategies, STEM learning content, game elements, and game principles design to ensure the presence of a three-layer process to develop interest. The creativity of game designers and developers is key to creating appealing STEM digital games providing young players with an inspiring experience.

Digital games are one of the potential pedagogical approaches within STEM teaching and learning. The main idea behind using digital games in STEM contexts is to enhance the children’s conceptual understanding and to increase their interest in STEM. The interest in STEM is still an unsolved global issue. Most studies looking into digital games show there to be positive implications when it comes to STEM learning. This gap and the uncorrelated scenario from both the theoretical and practical perspectives need to both be solved. Here we conceptualise the usefulness of STEM digital games for stimulating an interest in STEM, particularly among children from a design perspective. The previous studies are the main qualitative sources for the interpretation of the main argument in this paper. As result, digital games have a strong empirically supportive foundational basis that acts as a medium to stimulate interest. To achieve this, STEM digital games should be designed to be of better quality. Good STEM digital games will contribute to better STEM learning outcomes and meaningful gaming experiences that can contribute to the interest in STEM. This study proposes a comprehensive framework to understand the purpose of the design and development of STEM digital games.

UNSTRUCTURED 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.