Serious Games (SGs) are increasingly recognised for fostering learners’ independence, meta-cognitive abilities, and engagement. However, their potential in formal STEM (Science, Technology, Engineering, and Mathematics) education goes untapped. These tools enable instructors to create stimulating and dynamic exercises that improve learning, yet SGs are still underutilised in formal STEM education. Augmented Reality (AR) applications, as a rapidly emerging technology, can capture educators' and students’ interest in AR-based SGs due to their immersive and engaging features. This paper proposes a framework for enhancing STEM education by integrating AR-based SGs grounded in cognitivism theory. The study seeks to investigate how cognitive learning strategies such as problem solving, information processing, and creative thinking might be effectively embedded within AR-based SGs to facilitate deeper learning in STEM subjects. A qualitative, design-based research approach was adopted to develop a conceptual framework that links cognitive processes to specific AR-based SG features. Design guidelines were derived from a comprehensive literature review and aligned with established pedagogical and game design principles. The findings indicate that introducing cognitivism into game design improves students' engagement, comprehension, and motivation in STEM learning. Furthermore, the study highlights essential game mechanics such as rewards, challenges, and interactive visualizations that are consistent with cognitive principles. This study provides a conceptual methodology and actionable design guidelines for educators, game developers, and policymakers seeking to implement AR-based SGs for more active, student-centered STEM learning. Future work will involve empirical testing with students to evaluate the framework’s effectiveness in enhancing problem-solving and creative thinking in real classroom environments.

Keywords: Augmented reality, cognitivism, game-based learning, serious games, STEM learning.