Education is shifting towards a more technology focused mode of delivery, or at least combining technology use with standard methods. A potential effect of this could be the introduction and use of games in classrooms. This study looks at the possibility of adapting various domains of knowledge into digital games referred to as serious games. The implementation of serious games within teaching may help keep certain students engaged with the content being presented and create further interest in the topic. However, before reaching this stage the means to transform these knowledge domains into serious games must be studied. This is done by focusing on three fields: gamification, ludology, and pedagogy. Through the use of a literature analysis, both a literature review and a focus on previous implementations, several key principles for the design of a serious game were identified, namely reflection, feedback, a story-based environment, and thorough structuring of content. These principles stem from the design choices of the previous implementations and pedagogical theories -- Merrill's First Principles and the ARCS model. The aim of the study is to investigate the possibility of using digital games as a means to encourage learning in teaching environments.