Embedding Reflective Game Design (RGD) into Digital Game Based Learning: Design Recommendations and Empirical Insights

This study introduces the Reflective Game Design (RGD) framework, an approach for embedding reflective learning into digital game-based learning (GBL) environments. Developed through a three-phase process of literature review, participatory co-design, and mixed-methods evaluation, the work aims to move reflection from an incidental feature of educational games to a deliberate component of core gameplay. The authors argue that while games naturally support introspection through feedback and consequence-based choices, few systematically apply reflective principles, and they offer a set of design recommendations to address this gap.

The empirical component centred on two prototypes of a narrative game, The Mend, one incorporating RGD features and one without. The research team drew on surveys (N = 101), interviews (N = 15), co-design sessions (N = 6), and two rounds of prototype feedback (N = 25 and N = 15), with the comparative evaluation involving 69 participants aged 18 to 24 using pre- and post-test questionnaires. Results indicated that the RGD version produced significantly higher learning gains and knowledge retention, along with improvements in critical engagement and emotional awareness. Features such as journaling, process prompts, emotion-tracking heads-up displays, and feedback systems were singled out as particularly effective, while participants identified visual aesthetics and narrative pacing as areas needing refinement.

The paper's core contribution is six design recommendations covering iterative use of the RGD framework, empathy and user involvement, balancing reflective elements against game complexity, emotional engagement and mindfulness, authentic growth and real-world transfer, and the use of disruption to spark insight. The authors acknowledge limitations: social discourse was proposed but not implemented, the effects of individual reflective features were not isolated, and the sample was relatively small and homogeneous. The findings are presented as a starting point for longitudinal and cross-context research, including application to non-digital formats and to entertainment games.