In 21st century, one of the prominent learning tool in the education industry is highlighted as Educational games (EG). There are many ways in which the literature describes its importance in the current generation. In addition, the learning environment, the rules embedded in the game, the theoretical aspects on which the game is built, and the learners/subject-matter experts; all play a crucial role in EG. Hence, this requires a projecting need of understanding the relationships that allows an enhancement in the learning objectives for learners while interacting through the game environment. Although, relationships are vaguely dispersed in literature; understanding the need to interrelate other concepts of game environment with learner�s expectations, and how the elements of game environment interact throughout the play is essential. Therefore, this article highlights the proposed multi-domain framework for game developers to effectively map the game elements while extracting implicit vaguely supported relationships based on game environment domain and learner�s concepts through a systematic literature review. Consequently, this article explains on twelve (12) implicit relationships in perspective of game environment domain and learners. They are validated through qualitative interviews with eight (8) game-based learning experts. Subsequently, the results are interpreted in relevancy with all domains of proposed framework by applying interpretive hermeneutic approach, and using NViVO software to obtain the themes, sub-themes, and coding strategy was adopted to code the expert�s response with each relationship and its elements. The findings conclude twelve (12) explicit relationships between game environment domain and the learner�s relationships; for game developers to guide them through the development phase of EG. © 2005 � ongoing JATIT & LLS.