Investigating a synergized game design teaching framework for student engagement and reflective design

Existing research has established the educational value of games, yet game design education itself often remains tool-oriented, focusing on game-based learning rather than cultivating students’ design capabilities. Meanwhile, the increasing use of AI-assisted design tools risks reinforcing automation bias and reducing opportunities for critical reflection. To address these gaps, this study asks: how can a teaching framework scaffold students’ engagement in game design and enhance reflective design practices? We propose a Synergized Game Design Teaching Framework (SGDTF), which integrates synergized interaction principles into a structured, human-centered game design process. We conducted an exploratory mixed-methods study in a university-based rhythm game design workshop with 26 students, aiming to understand pedagogical processes rather than to establish generalizable causality. A mixed-methods approach—including phased design tasks, qualitative reflections, and quantitative questionnaires—was used to examine students’ engagement and reflective practices. The analysis revealed two key findings. First, the use of the SGDTF correlated with higher levels of self-reported student engagement, particularly in collaborative activities, ideation processes, and sustained creative participation. Second, qualitative evidence suggested that the framework supported the development of students’ reflective design abilities, enabling a more deliberate approach to evaluating and iterating on their rhythm game prototypes. These findings position the SGDTF as a promising conceptual framework for scaffolding design engagement and reflection. The study also offers practical guidance for future instructional design in human-centered game design education.