Journal of Research in Science, Mathematics and Technology Education

Framework as a Process: A User-Centric Conceptual Framework for Game-Based Learning

Joshua Jonas 1 * ,
Justina Ogodo 1
1 Baylor University* Corresponding Author
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Journal of Research in Science, Mathematics and Technology Education, Volume 8, Issue SI, June 2025, pp. 335-355
OPEN ACCESS VIEWS: 104 DOWNLOADS: 52 Publication date: 15 Jun 2025
ABSTRACT
This conceptual paper presents a comprehensive conceptual framework for game-based learning (GBL), emphasizing user-centric design principles. Drawing from extant literature and research in cognitive science, educational psychology, and game design, this framework establishes a foundation for an interactive user-centric design that addresses inclusive learning experiences. The in-depth review of the literature identified eleven indispensable factors crucial for efficacious GBL experiences: cognitive elements, inclusivity and accessibility, engagement strategies, progression mechanics, visualization techniques, assessment and feedback mechanisms, adaptive characteristics, emotional resonance, motivational drivers, creative risk-taking, and social and collaborative learning. Each factor's significance, interconnections, and implications for designing GBL environments to maximize learning outcomes and user satisfaction are discussed. This proposed framework provides a fundamental roadmap and a valuable resource for educators, game developers, and researchers seeking to harness the potential of GBL across various educational settings. By synthesizing current knowledge and best practices, we aim to advance the field of GBL and foster more effective, engaging, and inclusive learning experiences in the classroom.
KEYWORDS
Cognitive Factors, Educational Games, Engagement Strategies, Game-Based Learning, User-Centric Design.
CITATION (APA)
Jonas, J., & Ogodo, J. (2025). Framework as a Process: A User-Centric Conceptual Framework for Game-Based Learning. Journal of Research in Science, Mathematics and Technology Education, 8(SI), 335-355. https://doi.org/10.31756/jrsmte.4114SI
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