Levelling Up Science Education: Developing an Inclusion Framework for the Design of Educational Games on Science Topics.

Abstract

With rising digitalisation and global challenges, the need for global scientific literacy and a more diverse scientific community is increasing. Yet, many countries face a persistent shortage of students entering science careers, especially among underrepresented groups. Educational games have emerged as a promising tool in science education by promoting more interactive and engaging learning environments. However, the learning outcomes of these games remain inconsistent, possibly due to a lack of inclusivity inherent in their design. While individual frameworks for inclusive education and educational game design exist, no empirically validated framework specifically addresses inclusivity in educational games on science topics. Therefore, this study aimed to develop a framework for designing inclusive educational science games. First, a preliminary theory-based framework was developed through comparative analyses of relevant literature in inclusive science education, educational game design, and science-specific pedagogical approaches. The framework was then empirically validated through informal observations, feedback forms, and focus groups with neurodiverse students. Findings indicate that the experiences of neurodiverse students validated the framework elements to varying degrees and identified themes that can inform specific design guidelines. Overall, the framework largely aligns with existing theory but needs refinement regarding its perspective and the interaction between its elements. The final inclusion framework can be used to incorporate inclusive design principles, raise awareness of diverse learner needs, and ultimately enhance engagement, learning outcomes, and equity in science education.