Exploring Reflective Learning in Digital Game-Based Learning: A User Research Study

Shaheen and Fotaris's user research examines reflective game design (RGD) within digital game-based learning, asking whether young adults accept reflective elements in games and what those elements should look like. The study uses a two-phase design: a survey of 101 participants aged 18 to 24, followed by 15 in-depth interviews analyzed thematically. Its aims are both descriptive, capturing user attitudes, and practical, with the goal of developing principles and guidelines for designing reflective games. The work is grounded in experiential learning theory and reflective practice.

The central finding is strong acceptance of the concept: 86.5% of survey respondents considered games an appropriate medium for reflective learning. Among specific game features, heads-up displays (61.8%), social discourse (60.7%), and strategy-related feedback (47.2%) were rated most useful for reflection. Interview data suggested that reflective game design can deepen learning, support problem-solving, and sustain motivation, with participants associating games with competitiveness, mental challenge, narrative, and skills such as patience and planning. Participants also cautioned that cluttered interfaces can distract from reflection.

The study's scope is notable for its focus on a single demographic, young adults aged 18 to 24, and its relatively modest sample sizes. A significant limitation is awareness: only 27% of respondents had heard of serious games or game-based learning, suggesting that the audience for such design is still largely unfamiliar with the field. The research situates itself within a body of prior work, particularly Shaheen et al.'s systematic review of reflective design features (2021) and their reflective game design framework (2022), indicating that this study serves as an empirical user-perspective complement to earlier theoretical and review-based contributions.