A Review of Educational Games Design Frameworks: An Analysis from Software Engineering Mifrah Ahmad* , Lukman Ab. Rahim† and Noreen Izza Arshad‡ Computer and Information Sciences Department, Universiti Teknologi Petronas Bandar Seri Iskandar, 31750 TronohPerak, Malaysia Email: *mifrah09@gmail.com, †lukmanrahim, ‡noreenizza {@petronas.com.my} Abstract— Game-based learning allows leveraging on young learners preference towards playing games to turn games into tools for learning. There are a number of frameworks developed in the various aspects and theories of game- based learning. There are many relationships in existing frameworks that has been discussed regarding certain domains such as subject-matter expert, the game environment, developers, game goals and game designs, however, the relationship between subject-matter, game environment, learning theories and game-play is yet to be discussed together. This paper analyzes a few educational frameworks and discusses their relations among domains that they have used. In addition, this paper will discuss the software engineering practices that is of concern to educational games development but have not been discussed in previous literature. I. INTRODUCTION Educational game based learning systems have been mostly researched on higher level of education. To attain attention, this is due to computer games that has been played worldwide in many different languages. It was reported that one of the fastest growing sectors in late 20th century and early 21st century is namely as the games industry[1]. Game development Institute of Korea had declared that 50% of their population plays online games[2]. some of the games possess millions of players if compared with televisions viewers. In [3], a preliminary study has been conducted which compiles of 16 secondary schools; found that majority of the students have been playing computer games (92.1%). In the context of Malaysia, a study revealed that 92% of the respondents (students from five schools) have experienced playing computer games [4]. Entertainment is the most common term used for the computer games [5] and they are one of the most common leisure activities for teenagers [6]. Popular computer games comprise of factors such a real time strategies, role playing, shooting or fighting in the game, action or adventurous games and even chess or puzzle games. By analyzing the gaming trends, it is persistently changing towards massively multi- player online games (MMOG), e.g. Everquest, where the players are completing a task in a group rather than individual[7]. Many researchers have conducted their study on educational games because of the popularity of game in learner's generation[8]. Games have been incorporated into educational perspective to help initiate an pioneering educational paradigm [9]. It is highlighted [10] that a large number of scholars have confident on computer games to become a learning tool which will aid to inspire the students and enhance the focus on learning in higher level of philosophy subjects. Game based learning involves many scenarios and contents and it is considered as an e- Learning (electronic learning) platform, where a learner is able to enhance their learning enthusiasm by game playing practice. Furthermore, game based learning allows a rich learning context to assist learners to build a higher-level of knowledge through indistinct and confronting opportunities [11]. In addition to that, there have been a research which declared that games are capable of tendering 16 learning principles [12]. Conversely, there has been many conflicts on how to design such games which can become a full entertainment and at the same time, they sustain a fine pedagogy to certify learning achievement. Some of the researchers supposes that games shall merge a good game design and pedagogy to be beneficial and valuable for educational purpose [13], [14], [15]. Hence, there is a need of more conventional and broad guidelines are needed in this area. The author in [16] stated that the research expansion in educational video game production is moving much quickly in design and efficacy, however, not much is known of methodologies that could be used to enhance the game design processes for a better outcome. II. PEDAGOGICAL ELEMENTS IN EDUCATIONAL GAMES Generally, game-based learning is very fond of learning theories, gender preferences, design elements, interface interaction, motivational aspects, instructional and constructive factors. Educational games are mostly developed based on learning theories. The four major learning theories in GBL are behaviorism, cognitivism, humanism and constructivism, which include 16 learning principles [17], [18]. Constructivism theory deals with human constructing their knowledge through experience and learning in active process. Behaviorism theory, developed in [19] and [20], deals with learning through a change in behavior or the environment shape behavior and the principle of reinforcement. 978-1-4799-0059-6/13/$31.00 ©2014 IEEE.