Enhancing Student Engagement and Knowledge Retention through Game-Based Learning: A Comprehensive Framework Integrating Game Design and Learning Theories

Authors

DOI:

https://doi.org/10.34190/ecgbl.19.2.3873

Keywords:

Engagement, Knowledge retention, Game Design Theory, Learning Theory, Player Charateristics

Abstract

Game-based learning (GBL) has emerged as a transformative educational approach, using interactive game
elements to enhance student engagement and knowledge retention. Although research underscores the potential of GBL,
challenges persist in aligning game elements with learning theories to optimise learner engagement and knowledge
retention. This study addresses this challenge by proposing a comprehensive framework that integrates game elements
through the lens of established learning theories, such as Cognitive Load Theory. The framework emphasises the interplay
of game elements to foster engagement and retention, offering actionable insights for educators and serious game designers.
Obtaining learner engagement and knowledge retention, key recommendations from this study include embedding adaptive
challenges to balance skill and difficulty and personalising feedback through serious game mechanics. The study also
highlights the critical role of real-world relevance in the design of GBL. Although the framework provides a solid foundation,
future research should explore long-term efficacy across diverse educational contexts, age groups, and emerging
technologies such as augmented reality. By bridging theoretical rigour with practical application, this work advances GBL as
a tool for fostering meaningful, adaptive, and inclusive learning experiences.

Author Biographies

Gordon Matthew, North-West University

Dr Matthew is a Y2 rated, NRF researcher and is currently employed as a Research Technologist at the School of Languages of the North-West University. His research interests include multimedia learning, instructional design, subtitling, and cognitive load theory, particularly utilizing Eye Tracking methodology. He also contributes research and consultation of research projects within the research entities, Understanding and Processing Languages in Complex Settings (UPSET) and Technology Enhanced Learning and Innovative Education and Training in South Africa (TELIT-SA). Current projects include developing a serious game for the Faculty of Economic and Management Sciences (FEMS) and Library Services (Cite Sage), creating and evaluating an instructional design checklist for multimedia learning environments, both of which are integrating eye-tracking for usability evaluation.

Veruschka Pelser-Carstens, North-West University, South Africa

Veruschka Pelser-Carstens is a professor in the School of Accounting Sciences at North-West University, South Africa. She holds a Ph.D. in Computer Science from the University of Eastern Finland and specialises in teaching and learning alternatives to traditional methods. An award-winning educator, she serves as the educational representative of the South African Accounting Association. Her research focuses on accountancy education, serious game development, and instructional design. She leads interdisciplinary projects, develops pedagogical models for game-based learning, and evaluates their effectiveness. She is a recognised scholar, has received best paper awards and actively contributes to academic peer review and publication.

Byron Bunt, North-West University, South Africa

Byron J Bunt is an associate professor in the Faculty of Education of the NWU, South Africa, and is part of the Research Unit Self-Directed Learning. Bunt is the deputy director for the School of Commerce and Social Science in Education. His research niche encompasses cognitive education and game-based learning (GBL), specifically focusing on developing students’ creative and critical thinking via gamification approaches. He has published in the fields of History Education, SDL, and GBL. Bunt is the author of several chapters in scholarly books and articles in renowned academic journals. In addition, Bunt has begun a project involving a self-developed trading card game called Dogs of War, which will be used within his history classroom to develop his students’ SDL abilities. Another research project focuses on using OERs and games to develop board and card games in the history class, eventually culminating in uploading them as OERs to an online repository. Bunt also completed a project that used a mobile gaming app called Habitica, which involved an intervention where students had to role-play in the history classroom to form habits of mind. His expertise includes applying learning theories to educational game design and developing evaluation models for assessing the cognitive and behavioral impacts of game-based learning. He also conducts empirical studies on player engagement and the effectiveness of serious games in fostering SDL.

Lance Bunt, North-West University, South Africa

Dr. Lance Bunt is a senior lecturer at NWU specialising in Game Production, Art, Learning Experience (LX) and Player Experience (PX). His expertise spans game development pipelines, visual storytelling, and engagement strategies, with a focus on mechanics balancing and narrative-driven learning in games for learning. His projects include WorkReady, a career-preparedness game, CiteSaga, a referencing adventure, and Dogs of War, a historical strategy card game. He also develops Rollknow, Evermore, Prosper, Renewable Rangers, Dred, and Startracer, each designed to blend education with interactive storytelling.

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Published

2025-09-26

Issue

Vol. 19 No. 2 (2025): The Proceedings of the 19th European Conference on Games Based Learning

Section

Academic Papers