Klabbers, J.H.G. (2018). On the architecture of game science. Special Symposium issue “On the architecture of game science. Simulation & Gaming. 49(3), 207-246. DOI: 10.1177/1046878118762534
I start by defining all three concepts. quoting Burtt (2024):
1. "Gamification: the use of game elements in a non-gaming context.
2. Serious game: A custom-built game with a specific learning objective
3. Game-based Learning. the process and practice of learning by using games,"
Please see: Glyn. Burtt (2024). Gamification, Game-based Learning and Serious Games – what’s the difference? December 10, 2024, https://grendelgames.com/gamification-game-based-learning-serious-games/
"Game-based learning" is the objective in an educational project, and "serious games" as well as "gamification" are tools to employ:
Nylén-Eriksen, M., Stojiljkovic, M., Lillekroken, D. et al. Game-thinking; utilizing serious games and gamification in nursing education – a systematic review and meta-analysis. BMC Med Educ 25, 140 (2025). https://doi.org/10.1186/s12909-024-06531-7, Open access: Article Game-thinking; utilizing serious games and gamification in n...
Thank you for your response—I truly appreciate it. That said:
The Author says: "Therefore, to prevent terminological confusion, I recommend abandoning the terms ‘serious games’ and ‘serious gaming’ in the scientific discourse." (Klabbers, 2018, p. 230). "A similar line of reasoning applies to the term gamification." (Klabbers, 2018, p. 231). So Game science cant be a set of those subsets, in my view.
The Author says: "Therefore, to prevent terminological confusion, I recommend abandoning the terms ‘serious games’ and ‘serious gaming’ in the scientific discourse." (Klabbers, 2018, p. 230). "A similar line of reasoning applies to the term gamification." (Klabbers, 2018, p. 231). So Game-thinking for science cant be a set of those subsets, in my view.
"However, since Nylén-Eriksen et al. (2025) suggest that game thinking involves applying principles in non-gaming contexts, I interpret this to include approaches, tools, game elements, and games. Therefore, game thinking could be considered a variation—but not as game thinking for science."
The umbrella term that encompasses gamification, serious games, and game-based learning is typically:
🎮 Game-Based Approaches or Game-Based Strategies in Education and Training
However, depending on the context (academic, instructional design, or industry), the following terms are also widely accepted and used:
✅ 1. Game-Based Learning (GBL) – as an umbrella term (sometimes)
While GBL is often used as a subset, many scholarly articles use Game-Based Learning as a broad term that includes gamification and serious games as different instructional modalities.
✅ 2. Gameful Design
Used particularly in design and education literature, gameful design refers to any approach that uses game elements or full games to enhance engagement, motivation, and learning outcomes. It includes:
Gamification (using game elements)
Serious Games (games with educational/serious intent)
Game-Based Learning (learning through games)
✅ 3. Digital Game-Based Learning (DGBL)
Often used in educational technology and instructional design, DGBL is a broader term that includes:
Gamified learning environments
Serious digital games
Interactive educational games
Summary:
If you're tagging or grouping articles, you can use the term:
Game-Based Approaches or Gameful Learning Methods
And classify them into three subsets:
Gamification – Using game elements in non-game contexts.
Serious Games – Full games designed for purposes beyond entertainment (e.g., training, health, social change).
Game-Based Learning – Learning through playing educational games.
“Game-Based Approaches,” implies full games and omits gamification. I am thinking about “Gameful Design”, maybe covers game elements (gamification), serious games, and game-based learning.
But this article avoid the term science: "Therefore, to prevent terminological confusion, I recommend abandoning the terms ‘serious games’ and ‘serious gaming’ in the scientific discourse." (Klabbers, 2018, p. 230).