Neuroplastic Reflective Game Design: A Framework Bridging Neuroscience and Game-Based Learning

Shaheen, Anjuman ORCID: https://orcid.org/0000-0002-9354-5266, Whitehead, Lowenna and Fotaris, Panagiotis ORCID: https://orcid.org/0000-0001-7757-7746 (2025) Neuroplastic Reflective Game Design: A Framework Bridging Neuroscience and Game-Based Learning. In: 19 European Conference on Games Based Learning, 1-3 October, 2025, Nord University, Levanger, Norway. (In Press)

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Abstract / Summary

This paper introduces Neuroplastic Reflective Game Design (NRGD), a theoretical framework that bridges neuroscience and game-based learning by linking reflective gameplay to underlying neuroplastic mechanisms. Neuroplasticity, the brain’s capacity to reorganise neural connections, underpins learning, memory, and adaptability, yet its potential role in educational design remains underexplored. Reflection, defined as the deliberate evaluation of experience, engages prefrontal and cingulate regions, reinforcing executive functions and long-term retention. Digital games provide fertile ground for embedding structured reflection because they combine immersion, interactivity, and feedback, but their capacity to deliberately support neuroplasticity has not been systematically theorised. A structured literature review synthesised insights from neuroscience, education, and game design. The review revealed that while each domain offers valuable perspectives, such as neural mechanisms of plasticity, pedagogical models of reflection, and game-based scaffolds for metacognition, they remain siloed. Neuroscience often stops at describing mechanisms, education frames reflection as pedagogy without neural grounding, and games emphasise engagement without connecting to brain adaptability. To address this, the study investigates three guiding questions: (1) how reflective game design can be theoretically extended to support neuroplasticity within digital learning environments; (2) which cognitive and neural mechanisms may be activated through reflection in gameplay; and (3) what design principles can be derived to inform future interdisciplinary work. The NRGD framework responds through four cyclical phases (Gameplay, Assessing Conceptualisation, Active Experimentation in Level Up, and Reflective Feedback). Each one is mapped to cognitive functions and neural processes such as long-term potentiation, synaptogenesis, and error-driven adaptive rewiring. An illustrative example in music theory demonstrates how these phases can be operationalised in practice, and a summary table aligns design features with their associated neurocognitive outcomes. The framework offers practical value for educators and instructional designers seeking deeper learning, for game developers aiming to align mechanics with cognitive science, and for neuroscientists and clinicians exploring applications in neurorehabilitation, lifelong learning, and therapy. While conceptual in nature, the framework also identifies directions for empirical validation, methodological refinement, and adaptation across domains. By bridging pedagogy and neuroscience, NRGD establishes a novel theoretical foundation for designing digital games that are both pedagogically effective and biologically grounded.

Item Type:	Conference or Workshop Item (Paper)
Uncontrolled Keywords:	Neuroplasticity, reflective learning, game-based learning, reflective game design, cognitive neuroscience, educational technology.
Subjects:	Education Computing & Data Science > Game Design Social Sciences
Department:	Games Academy
Depositing User:	Anjuman Shaheen
Date Deposited:	21 May 2026 09:02
Last Modified:	21 May 2026 09:02
URI:	https://repository.falmouth.ac.uk/id/eprint/6176

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