The Future of Education

Game-based learning (GBL) has been widely recognized as an effective pedagogical approach for fostering practical skills in higher education. In the context of Biochemistry education, virtual laboratories (VLs) represent a promising platform for delivering authentic, hands-on learning experiences across both face-to-face and e-learning settings. Nevertheless, conventional GBL approaches, notably free-play games, inherited well-documented pedagogical limitations. The intrinsic unpredictable and open-ended nature of free play may cause students to deviate from intended learning objectives, resulted in inconsistent educational outcomes as well as reducing the instructor's control over the learning process. Guided play (GP), which delivered a principled balance between learner autonomy and structured goal attainment, was proposed to be a more educationally grounded approach. Therefore, this study aimed at identifying and systematically articulating the GP elements required for the development of an engaging and pedagogically effective online VL for undergraduate Biochemistry students; which could be transferable to other fields. A qualitative online focus-group was conducted, with nine students who had prior experience of an existing VL participating. Thematic analysis of the focus-group discussions was subsequently conducted to elicit the specific design features that participants regarded as conducive to their learning. Twelve GP elements were identified: (1) a case study incorporating real-world context; (2) clear instructions presented prior the game; (3) a step-by-step game structure permitting repetition of individual steps; (4) real-time indicators to guide progression through each step; (5) save-progress function enabling re-entry at a specific step; (6) repeatable and step-integrated game narration with user-controlled playback; (7) clear and realistic game visual items to sustain engagement and motivation; (8) simple game design to direct learner attention towards the intended learning objectives rather than game mechanics; (9) repeatable demonstrative animations to introduce new practical skills; (10) reminders and alerts to correct errors identified within a given step; (11) supplementary information accessible on demand; and (12) evaluative questions presented at the conclusion of the game to consolidate learning. These findings directly informed the development of a new web-based virtual lab game (VLG) optimised for broad accessibility; which is compatible with the majority of devices and requiring minimal computing power and network speed. This design enables students to participate in distance learning from home whilst simultaneously serving as rehearsal before in-person laboratory sessions. This abstract contributes to the growing body of literature on technology-enhanced learning by offering a structured, student-informed framework of GP elements for VL design in Biochemistry education. The elements identified provide actionable guidance for academics and instructional designers engaged in the development of e-learning tools across a range of disciplines.