Mahsa Moradi - Department of Educational Technology, Faculty of Psychology and Education , Allameh Tabatabai University, Tehran, Iran
Khadijeh Aliabadi - Department of Educational Technology, Faculty of Psychology and Education , Allameh Tabatabai University, Tehran, Iran
Mohammad Reza Nili AhmadAbadi - Department of Educational Technology, Faculty of Psychology and Education , Allameh Tabatabai University, Tehran, Iran
Saeid Pourroostaei Ardakani - Department of Educational Technology, Faculty of Psychology and Education , Allameh Tabatabai University, Tehran, Iran
Yousef Mahdavi Nasab - Department of Educational Technology, Faculty of Psychology and Education, Kharazmi University, Tehran, Iran

Background: Game-based instruction is one of the methods that encourage exploration among learners. Identifying and incorporating exploratory components should be considered as a principal goal in designing a game that provides exploratory instruction. The present study aims to investigate the exploratory components of an educational game. Methods: A systematic review of the literature was performed in accordance with PRISMA guidelines. Based on the inclusion criteria, a comprehensive search was conducted in Google Scholar, ProQuest, ScienceDirect and Scopus for articles published between ۱۹۹۵-۲۰۱۹. A combination of keywords were used in the search, including ("educational game" OR "serious game" OR "adaptive game") AND ("player type" OR "player style" OR "player modeling" OR "Bartle player style" OR "explorer player"). A manual search was also conducted in Google to identify more literature. Furthermore, out of ۱۰۳۴ articles, ۳۹ were studied in depth. Results: The obtained components were categorized in six sections, including: educational elements (research, serious game, projectbased activities, test hypotheses, question and answer, role play, simulation), exploratory dynamics (exploration, solving, collecting, and build), mechanics (chance, conflict or challenge, collaboration [negative relationship], prizes upon completion, non-linear space, existence of creative tools, existence of ancillary equipment, guidance, open content, customizability, access to all facilities, different ways to study elements and environment, and puzzle), aesthetics, branch stories and proportionality, exploration-based games (emphasis on the pivotal challenge to success, emphasis on meaningful choices, emphasis on thinking versus physical work, emphasis on longer game sessions, no punishment, emphasis on freedom versus control, emphasis on details versus imagination). Conclusion: Designers can draw on these components when developing a game that suits the learners’ styles. Analysis of the studies showed that the obtained components could be used in educational game design, and the obtained framework is a useful guide for game designers.

Educational Game Design, Explorer Player Style, Bartle Player Styles, Discovery Game