Abstract
A substantial body of literature has well-documented and demonstrated the potential of using three-dimensional (3D) virtual worlds (VWs) across various learning subjects and contexts in primary and secondary (K-12) education. However, little is known when it comes to issues related to child-interaction research and the impact that design decisions have on the user experience (UX), especially when game-based learning approaches are employed in 3DVWs. Hence, in this systematic literature review, we appraise and summarize the most relevant research articles (n = 30) conducted in K-12 settings, published between 2006–2020 and that elicit information related to (a) the interaction design (ID) of game events and trends associated with game elements and features that were utilized for the development and creation of game prototypes, (b) the research methods which were followed to empirically evaluate their teaching interventions, and (c) the design-related issues and factors affecting ID and UX by identifying the most frequent set of learning and game mechanics that were adopted in various game prototypes in different learning subjects. The vast majority of game prototypes enhanced students’ engagement and participation, affecting their achievements positively. This systematic literature review provides clear guidelines regarding the design decisions that educational stakeholders should consider, and provides recommendations on how to assess and evaluate the students’ learning experience (i.e., performance, achievements, outcomes) using 3DVWs.
Highlights
Accepted: 20 May 2021Game-based learning (GBL) enables new forms of teaching that transform the learning experience through simulated tasks both in primary and secondary (K-12)education [1]
An innovative way to create game prototypes is associated with the utilization of simulated realistic representational fidelity of visual objects/elements generated by threedimensional (3D) computer graphics
To fulfil this review’s objectives, a specific number of steps should be undertaken: (a) to acknowledge the interaction design (ID) game events and trends associated with gameplay elements and features that were utilized for the development and creation of game prototypes, (b) to present the research methods which were followed to evaluate empirically their teaching interventions for knowledge acquisition and skill training, and (c) to disseminate any relevant design-related issues and factors affecting ID and user experience (UX) by identifying the most frequent set of learning and game mechanics that were adopted in various game prototypes in different learning subjects
Summary
Accepted: 20 May 2021Game-based learning (GBL) enables new forms of teaching that transform the learning experience through simulated (real-world) tasks both in primary and secondary (K-12)education [1]. Game-based learning (GBL) enables new forms of teaching that transform the learning experience through simulated (real-world) tasks both in primary and secondary (K-12). For the design and development of digital GBL interventions, instructional designers consider, concurrently, multiple instructional approaches aimed at improving learners’ cognitive and practical skills via problem-solving activities [2,3]. An innovative way to create game prototypes is associated with the utilization of simulated realistic representational fidelity of visual objects/elements generated by threedimensional (3D) computer graphics. (3DVWs) provided opportunities to advanced (and less advanced) programmers for the creation and development of simulation games. A 3DVW is a computer-supported environment, in which users can provide solutions to simulated problems and track their errors visually and acoustically to understand the consequences of their actions in real time [1].
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
