Games provide an important vehicle for educators to promote and study learning. This symposium will examine research on measuring implicit game-based learning and teachers leveraging its relationship for explicit (e.g. school-based) STEM learning. The authors have developed a series of learning games that simulate authentic scientific phenomena, providing a learning mechanic for players to dwell in that phenomena and build their implicit understandings. The data logs generated through digital gameplay were mined to understand the patterns of play that may be related to implicit learning—the development of knowledge that is not yet explicitly formalized. Teachers used examples from games to help bridge implicit game-based learning to explicit STEM concepts taught in class.