As shown in the following diagram by Plass (2015), game-based learning engages “game content with learning activities (eg, exploring navigating, investigating) to enhance domain-specific knowledge (eg, microbiology) and skill acquisition (eg, self-regulation), where activities typically involve problem-solving and challenges to foster students’ perceived achievement (eg, solve a mysterious illness outbreak)” (Emerson et al. 2020)

“Challenge-Response-Feedback” is the system of game-based learning design; these three components are also the main element of a game. Students participate in game-like activities as active participants in their lessons, they will acquire the game principles and the learning outcome within the learning activities. For instance, students in a Political Science course might role-play as law enforcers as they engage in mock scenarios of a dispute in court.