%0 Journal Article
%@ 1438-8871
%I JMIR Publications
%V 23
%N 2
%P e20537
%T Defining Digital Game-Based Learning for Science, Technology, Engineering, and Mathematics: A New Perspective on Design and Developmental Research
%A Ishak,Shahrul Affendi
%A Din,Rosseni
%A Hasran,Umi Azmah
%+ Science, Technology, Engineering, and Mathematics Enculturation Research Centre, Faculty of Education, Universiti Kebangsaan Malaysia, 43600 UKM, Bangi, 43600, Malaysia, 60 166656420, rosseni@ukm.edu.my
%K digital game-based learning
%K STEM digital game
%K game development model
%K game design
%K design and developmental research
%D 2021
%7 19.2.2021
%9 Viewpoint
%J J Med Internet Res
%G English
%X 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.
%M 33605885
%R 10.2196/20537
%U http://www.jmir.org/2021/2/e20537/
%U https://doi.org/10.2196/20537
%U http://www.ncbi.nlm.nih.gov/pubmed/33605885