The use of diverse educational methodologies and technologies, particularly those focused on narrative-driven experiences and game-based learning, has gained increasing attention in educational research. Science, Technology, Engineering, Arts, and Mathematics (STEAM) education, renowned for its holistic and integrated approach, intersects with narrative-driven digital game-based learning (DGBL) to offer engaging and effective learning environments. As discussed by Fenici and Mosca, when exploring narrative learning, ranging from historical to digital forms, the importance of narratives in driving engagement, motivation, and learning becomes evident. Indeed, branching narratives, as exemplified by gamebooks, offer interactive storytelling experiences where readers can influence the outcome of the story. Introducing those narratives in higher education settings promotes communication, collaboration, and prosocial attitudes among students. This approach aligns with the broader goal of using narrative-driven educational activities to foster positive social change, emphasizing the acquisition of social development and sustainability competencies.

In this field, one model that categorizes narrative DGBL experiences is the extended ludo narrative variable model introduced by Breien and Wasson. Empirical evidence suggests that certain categories within this model have positive effects on engagement and learning outcomes. Building on this foundation, the eLuna co-design framework enables educators to collaborate with game developers in designing and developing narrative-driven DGBL experiences that support STEAM learning objectives. The framework comprises a co-design method and a visual language that facilitate the creation of narrative-driven games.

According to Breien et al., science centers have become crucial arenas for out-of-school learning, particularly in STEAM education. They offer narrative-driven learning trails that integrate physical exhibits with virtual components, supported by the eLuna framework. These trails aim to foster engagement and flow in learners, leveraging both real-world and virtual elements. Indeed, authors have extended the eLuna visual language to enhance the co-design of mixed-reality narrative game-based learning trails in science centers through thematic analyses and usability methods.

Other innovative educational experiences are being explored beyond traditional classroom activities. These experiences include outdoor activities (Alfonso) and game-based teaching systems (Iannace et al.). Engaging in outdoor activities, such as the article airplane experiment, provide hands-on experiences that deepen the understanding of concepts such as decision-making under uncertainty. Meanwhile, game-based teaching systems, exemplified by the Megagame with RPG elements, offer immersive learning experiences within courses such as Economics. While these approaches are promising, further research is required to address challenges such as high dropout rates and to optimize engagement and learning outcomes.

Additionally, as described by Tikkanen et al., the role of play is gaining recognition for its significance in nurturing computational empowerment, particularly in children's technological experiences. In participatory design sessions with children, play was identified as essential for fostering creativity, narratives, embodiment, and computational empowerment. Integrating play into design sessions can enhance children's learning experiences and contribute to their computational thinking skills and the overall empowerment.

In conclusion, this Research Topic provided useful insights on the effectiveness of game-based educational programs, highlighting a dynamic shift in educational methodologies and enhancements in learning outcomes across various educational contexts.

RD: Conceptualization, Investigation, Methodology, Project administration, Resources, Supervision, Validation, Visualization, Writing – original draft, Writing – review & editing. MB: Conceptualization, Investigation, Methodology, Project administration, Resources, Supervision, Validation, Visualization, Writing – original draft, Writing – review & editing. FC: Conceptualization, Investigation, Methodology, Project administration, Resources, Supervision, Validation, Visualization, Writing – original draft, Writing – review & editing. SD: Conceptualization, Investigation, Methodology, Project administration, Resources, Supervision, Validation, Visualization, Writing – original draft, Writing – review & editing. VP: Conceptualization, Investigation, Methodology, Project administration, Resources, Supervision, Validation, Visualization, Writing – original draft, Writing – review & editing.