Applying game-based learning in primary education: a systematic review of journal publications from

Applying game-based learning in primary education: a systematic review of journal publications from

Applying game-based learning in primary education: a systematic review of journal publications from 2010 to 2020

By Xin Guan, Chunmei Sun, Gwo-jen Hwang, Kegan Xueand, Zhuo Wang

Abstract

“Play is crucial to children’s development. With the prevalent use of digital technologies, children and young adults are seen playing games more often and longer on digital devices. How should teachers capitalize theadvantages of games in class, without inducing more health risks orproblems for children? To achieve this goal, teachers need empiricaldetails and conclusive results in the application of game-based learning(GBL) in primary education, so that they can design GBL experiencesthat cater to the specific needs of pupils. The present paper provides asystematic review for 35 experimental studies that substantiallyintegrated gaming elements in primary school lessons. Our majorfindings include that (1) most studies were published in technology-assisted learning journals, focusing on higher-grade students’ naturalsciencelearning, through one GBL lesson conducted within one week;(2) theoretical foundations were absent in the majority of studies, withthe rest implicitly or explicitly drawing upon Constructivist premises; (3)adopted GBL technologies were mostly self-designed, and used forformal learning; (4) Gamification was the most frequently used gamegenre and Intellectual Problem-Solving was the top gaming element tobe incorporated and (5) there were more positive outcomes than mixedfindings and more cognitive results reported than affective or behavioral dimensions.”

Reference

Guan, X., Sun, C., Hwang, G., Xue, K., & Wang, Z. (2022). Applying game-based learning in primary education: A systematic review of journal publications from 2010 to 2020. Interactive Learning Environments, 1-23. doi:10.1080/10494820.2022.2091611 https://www.tandfonline.com/doi/abs/10.1080/10494820.2022.2091611

Keyword

Game-based learning, K-12, meta-analysis, systematic review, research