Abstract:

Rapid advances in digital technology and artificial intelligence have created a paradigm shift that requires innovative teaching methods in STEM education. Along with technical proficiency, they should also foster skills such as empathy and critical thinking to ensure that learners are well equipped to adapt to and ethically navigate the increasingly complex technological landscape, in line with evolving societal values and demands.

In several projects, we have investigated the effectiveness of Game-Development Based Learning (GDBL) as an innovative approach that combines game design and development with educational content.

Like Game-Based Learning (GBL), this method involves the use of 'serious games' in learning. Although GBL is a well-researched educational method, its use in educational contexts remains limited. The main obstacle is not a lack of interest on the part of educators, but the significant resources required to create effective educational games. GDBL, by contrast, involves learners in the game creation process. Traditionally used to teach programming, GDBL can also be used as an immersive approach, encouraging students to engage deeply with different subject matters during the game development process. Preliminary studies suggest that this approach not only makes learning more enjoyable for students, it also serves as a vehicle to align technological proficiency with a deep understanding of its societal implications. The method aims to make learning more engaging by encouraging creativity, teamwork, problem solving and a better understanding of complex issues. Implementing GDBL across diverse academic landscapes and balancing the focus between game development and academic content is a challenging process that requires careful planning and a strategic approach.

This paper proposes a framework that represents the first iteration in a Development-Based Research (DBR) cycle, providing a structured yet flexible approach to integrating GDBL into different educational contexts, including interdisciplinary and international settings. It outlines the roles, prerequisites, timeframes, communication tools, expert input and procedures of a course based on GDBL and addresses the challenges and opportunities that arise in these projects in the context of international and national programs, with the aim of contributing to the development of more effective and inclusive GDBL practices in global educational settings.

Keywords:

STEM Education, Game-Development Based Learning, GDBL, Critical Thinking, Game-based Learning.