Development and Evaluation of Television Media-Based Educational Game Framework for Materials Science and Engineering Education

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Abstract
Digital game-based learning (DGBL) has emerged as a promising method for improving student engagement and learning in STEM education. However, many educational games are designed as serious games, focusing less on engaging elements. Furthermore, DGBL has remained unexplored in the context of materials science and engineering. This study develops and evaluates a novel framework, television media-based educational game (TMEG). The study hypothesizes that integrating elements that make television series engaging into educational games can significantly enhance the learning experience. The study explored: 1) how to integrate TV media elements into educational games and 2) the effect of such integration on learning outcomes. The proposed three-layered TMEG framework includes: an input layer combining MSE content with narrative/design elements from student-preferred TV series; a game cycle layer enabling iterative judgment-behavior-feedback loops that transition students from declarative to applied knowledge; and an outcome layer targeting behavioral, emotional, and cognitive engagement, fostering improved content understanding. A pilot game was developed using the TMEG framework and evaluated with 96 undergraduate students. Data were collected through pre-/post-tests, the system usability scale (SUS), and qualitative feedback. Results showed a statistically significant improvement in test scores (from 74% to 89%) with topic-level scores indicating the highest gains in concepts involving multistep reasoning. The mean SUS score of 76.5 and qualitative feedback indicated strong usability. TMEG offers a novel approach to engineering education by embedding conceptually rigorous content within familiar and engaging media-based narratives. It shows strong potential to improve STEM learning outcomes, particularly in MSE.

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