Fostering students’ science identity through games and immersive technology is one approach to encouraging student interest in STEM subjects and careers. In this study, we used the Projective Reflection framework to analyze WaterWays, highlighting features that facilitate science identity exploration. Features including augmented reality, interactive mini-games, automated text read-aloud, and a chat function exemplify aspects of this framework. We examined qualitative interview data obtained from teachers who piloted WaterWays in their classrooms to clarify how students responded to these features in classroom settings. Through this analysis, we discuss how the design features available on digital platforms can promote students’ identity exploration. This study contributes to the growing body of literature on designing and evaluating interactive game-based learning environments guided by the Projective Reflection framework.