Rethinking the Ideology of Using Digital Games to Increase Individual Interest in STEM

Shahrul Affendi Ishak, Rosseni Din, Nabilah Othman, Serge Gabarre and Umi Azmah Hasran
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Shahrul Affendi Ishak: STEM Enculturation Research Centre, Faculty of Education, Universiti Kebangsaan Malaysia, Bangi 43600, Selangor, Malaysia
Rosseni Din: STEM Enculturation Research Centre, Faculty of Education, Universiti Kebangsaan Malaysia, Bangi 43600, Selangor, Malaysia
Nabilah Othman: STEM Enculturation Research Centre, Faculty of Education, Universiti Kebangsaan Malaysia, Bangi 43600, Selangor, Malaysia
Serge Gabarre: Department of Foreign Languages, College of Arts and Sciences, University of Nizwa, Nizwa PC 616, Oman
Umi Azmah Hasran: Fuel Cell Institute, Universiti Kebangsaan Malaysia, Bangi 43600, Selangor, Malaysia

Sustainability, 2022, vol. 14, issue 8, 1-18

Abstract: 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.

Keywords: STEM digital games; STEM interest; play; game design; 21st century pedagogy (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2022
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