Engaging students in science, technology, engineering, and math (STEM) fields is critical to ensure the success of the next generation of scientists and engineers. Given that 97 % of American teens play video games, there is a tremendous opportunity to facilitate interest in STEM topics through the design of engaging learning games. While a growing number of serious games have been developed for biological science and computer science learning, few address the communication and technical challenges that arise in cyberinfrastructure intensive projects, where multiple domain scientists and computer scientists collaborate. This paper describes empirical data collected during a year-long human centered game design process, in which design ideas generated by high school students were bridged with cyberinfrastructure and bioinformatics learning concepts. Our research shows that “fun ” and engaging game elements are well suited for addressing the sociotechnical aspects of cyberinfrastructure projects. In this research we provide a human centered game design methodology for science educators and science game designers, as well as design implications for integrating game-based experiences into the use of large-scale shared computing resources and services. Categories and Subject Descriptors H.5.3. Information interfaces and presentation (e.g., HCI): Group and organization interfaces–Computer-supported cooperative work.