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

• In Event: Crafting a Conceptual Framework: An Epistemological Process to Guide Research and Practice

Abstract

Objectives. This paper presents a comprehensive conceptual framework for game-based learning (GBL), emphasizing user-centric design principles. Drawing from extensive research in cognitive science, educational psychology, and game design, this framework aims to identify ten indispensable factors necessary for effective GBL experiences. These factors include cognitive elements, inclusivity and accessibility, engagement strategies, progression mechanics, visualization techniques, assessment and feedback mechanisms, adaptive characteristics, emotional resonance, motivational drivers, and social and collaborative learning (Gee, 2005; Prensky, 2003; Squire, 2011).
Study Perspectives. This paper examines the influence of demographic factors in educational games, demonstrating that progression paths and incremental challenges within games can keep learners motivated and focused on their learning objectives. It highlights the importance of inclusive design and visualization techniques, which simplify complex concepts and enhance understanding and retention for learners. The framework seeks to balance and integrate existing tools and perspectives in game-based learning (Anderson & Krathwohl, 2001; Csikszentmihalyi, 1990; Vygotsky, 1978).
Conceptual Framework. The conceptual framework integrates student-centered learning principles with game-based learning elements to enhance pedagogy and empower learners. It fosters intrinsic motivation, personalized experiences, and active learning through game mechanics, personalized feedback, and interactive challenges. The framework creates an inclusive environment accommodating diverse learners and cultural backgrounds. It is informed by learning theories such as behaviorism, humanism, cognitivism, and constructivism, which are crucial for successfully integrating educational games (Dewey, 1938; Gardner, 1983; Piaget, 1952; Smith, 1999).
Method of Inquiry. The inquiry examined existing research on game-based learning, cognitive load, and constructivism learning theories. This paper analyzes how these theories support the creation of interactive and immersive game environments that enable learners to construct their knowledge through active learning and experience. The research includes case studies and systematic reviews to illustrate the effectiveness of game-based learning strategies (Di Blas & Poggi, 2007; Mayer, 2001; Sweller, 1988; Bruner, 1961).
Data Sources. The data sources encompassed a comprehensive literature review on game-based learning, educational psychology, and instructional design. The study draws on empirical research, theoretical frameworks, and case studies from various academic journals and books. Key sources were drawn from the foundational works by Gee (2005), Prensky (2003), and Squire (2011), which provide essential insights into the integration of games in educational settings (Gee, 2005; Prensky, 2003; Squire, 2011).
Discussion & Conclusion. The need for curricula to adapt to societal changes and the evolving needs of learners is emphasized. The proposed conceptual framework serves as a remedy for teachers and researchers to effectively integrate game-based learning into educational practices. By blending student-centered principles with game-based elements, the framework aims to create engaging and meaningful learning experiences through research that caters to diverse learner needs, promoting lifelong learning and educational renewal (Anderson & Krathwohl, 2001; Dewey, 1938; Vygotsky, 1978). "A User-Centric Conceptual Framework for Game-Based Learning" aligns with the AERA 2025 theme by promoting equitable access, personalized learning, and innovative pedagogy. It addresses learning gaps, supports cognitive and social-emotional skills, and provides valuable tools for researchers, educators, policymakers, and technology developers.

Author

• Joshua Jonas, Baylor University