Digital game-based learning (DGBL) is a frequently adopted mode for facilitating teaching and learning, where learners are immersed in game contexts to engage in gameplay and to construct meaningful knowledge. However, without guidance, students might have difficulties organizing what they have experienced in gaming contexts. Thus, in this research, a multidimensional repertory grid (MDRG) approach was proposed, and a digital game was implemented accordingly. Moreover, an experiment was executed in a geography course to examine the effectiveness of the strategy. A total of 83 high school students (15.5 years old on average) participated in the experiment. The experimental group learned with the multidimensional repertory grid-based educational game, while the control group learned with the conventional gaming mode. The analysis results revealed that the experimental group had better learning achievement as well as higher learning motivation, self-efficacy and metacognition awareness. In addition, the behavioral analysis and interview results revealed that those learning with the proposed strategy had a greater tendency to promote higher order thinking. Accordingly, the limitations and suggestions for future research are provided.