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The effectiveness of educational games (EGs) depends on design strategies that align game mechanics with pedagogical goals. Although research highlights this alignment, findings remain fragmented due to varied, descriptive methodologies. Addressing the need for a prescriptive framework, this study examines how learning elements influence the selection and configuration of game mechanics. A systematic literature review and an expert survey (n = 17, across nine countries) revealed consistent relationships between instructional elements (e.g., Bloom’s taxonomy, learning objectives) and game elements (e.g., narrative, environment, feedback). Results show that learning constraints shape game design choices, offering actionable guidance for aligning mechanics with educational intent. This research contributes unified, reusable insights that bridge educational theory and game design practice, enabling the conceptualization and evaluation of EGs with greater coherence and effectiveness.

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Toward Prescriptive Design of Educational Games: Mapping Game Mechanics to Learning Elements through Literature and Expert Review

  • 会议论文

  • 发表日期：

    2026年

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  • Ilenius Ildephonce,
  • Claudine Allen

摘要

The effectiveness of educational games (EGs) depends on design strategies that align game mechanics with pedagogical goals. Although research highlights this alignment, findings remain fragmented due to varied, descriptive methodologies. Addressing the need for a prescriptive framework, this study examines how learning elements influence the selection and configuration of game mechanics. A systematic literature review and an expert survey (n = 17, across nine countries) revealed consistent relationships between instructional elements (e.g., Bloom’s taxonomy, learning objectives) and game elements (e.g., narrative, environment, feedback). Results show that learning constraints shape game design choices, offering actionable guidance for aligning mechanics with educational intent. This research contributes unified, reusable insights that bridge educational theory and game design practice, enabling the conceptualization and evaluation of EGs with greater coherence and effectiveness.