The latest results from the Nation’s Report Card shows that 8th grade students have fewer opportunities to practice scientific inquiry activities in the classroom. In 2024, that has translated to lower science achievement and lower rates of enjoying science compared to 2019. Only 31% of 8th graders were proficient in science and even fewer were proficient in math (28%).
At STEMPlay Labs powered by dfusion, our game-based learning projects are grounded in our co-design sessions with students. We have seen that game design sessions offer students powerful and authentic hands-on science experiences. And they are fun! Students are motivated and engaged in learning through play.
Game Design Works for Middle School Science
Game design naturally aligns with how middle schoolers think and learn. At this age, students crave autonomy, creativity, and meaningful challenges. When they design games, they’re not just playing—they’re modeling real-world systems, testing hypotheses, and iterating based on data. This mirrors the scientific method perfectly.
Game Design Workshop: S3E
For Phase 1 of our game-based learning resource to build Environmental Health Literacy (S3E) with middle schoolers, we called in our youth experts at four different critical phases.
Phase 1: Conceptualization. We had several fun sessions in Karen Snedeker’s 7th grade STEM elective class where students jumped in and started designing! These ideas shaped our game play because students were motivated by helping others and making a positive impact rather than competition or individual achievement.
“It would be cool to work an office job in in the game, so we know what it’s like to pay taxes and drive to work, ya know sort of how to be an adult. And the player can decorate their office with little pictures of their family and also creatures, and once the office world has lots of environmental hazards in it, players can capture those creatures in cages since they remember the pictures of these creatures in their office.”- “We need a passport to travel throughout the world to fight environmental hazards that’s affecting the world.”
- “There are pollution enemies scattered throughout maze, the boss enemy is the most difficult to complete so it’s a better idea to defeat the other ones before the boss fight. Then there’s a gate blocking the exit to this other world and will only unlock once all pollution enemies and boss is defeated.”
Phase 2: Editing and Refining Concepts. We held 4 virtual focus groups with middle schoolers from across the US to provide feedback on the aesthetic of the game – things like the art style, the ideal setting for the in-game headquarters, and how players would move in and out of the headquarters. Student input guided the complexity of game functionality because they wanted challenging but approachable gameplay with multiple pathways to success at different skill levels.
“kind of a little more cartoony ’cause realistic isn’t always great for games like that”- “I think a combo – sort of a cozy lab. So it looks clean and modern, and comfy without too much clutter.”
- “You should be able to earn transportation upgrades as you play – so start with the basic but then you can upgrade to fighter jets, teleporters, or secret passageways.”
Phase 3: Digital Prototyping. We shared a digital prototype of the game with middle schoolers from across the US and asked them to share their impressions of the game mechanics. Students’ voices kept us focused on game play features that encourage agency with embedded choice in how they approach problems – whether through exploration, using tools, or applying knowledge.
“you should add coins. Like, if you get past a level, you earn a specific amount of coins by how fast you complete it”- “You can have the pollution coming from broken appliances (fireplaces, heaters, refrigerators), gas leaks from vents, garbage, bad food or even rust smells in the water.”
- “Have a lot of, like, different things, so it’s not just doing the same thing over and over again”
Phase 4: Playtesting. We had 50 middle schoolers playtest a beta version of the game loaded on Chromebooks to see how the game worked in their hands. The feedback has reinforced the value of keeping some fantastical elements within a realistic environmental science and problem-solving space.
Everyone who used the game said they learned about the types of air pollution in the home and the health effects of being exposed to air pollution. The majority of playtesters also learned about hypotheses. They liked how the game looked and that it was fun to learn through the game. And, they also loved finding ways to try to “break” the game by jumping into space…yes we need to add a ceiling to the rooms they explore in the game!
The Science Behind the Scenes
Effective game design sessions integrate multiple NGSS scientific practices.
Modeling and Simulation: Students create digital representations of scientific phenomena. For example to design a game about indoor air pollution, they must understand pollution sources, health risks, mitigation options, energy flow, and environmental factors—then translate that knowledge into game mechanics.
Data Analysis: Game analytics provide real-time feedback. Students can track player behavior, success rates, and engagement metrics, then use this data to refine their designs. This teaches them to collect, interpret, and act on quantitative information.
Systems Thinking: Games are complex systems with interconnected parts. Students learn to identify variables, understand feedback loops, and predict how changes in one element affect the whole system—core concepts in scientific thinking.
Growing Scientific Citizens
Game design sessions do more than teach science content—they develop scientific habits of mind. Students learn to ask better questions, think systematically about complex problems, and communicate findings effectively. They experience the joy of discovery and the satisfaction of creating something that works.
Perhaps most importantly, they see science as something they can do, not just study. When a student designs a game that teaches others about ways to reduce the harm from indoor air pollution on people and pets, they’ve demonstrated mastery that goes far beyond test scores.