A systematic review of the use of simulation games in K-12 education

Abstract

ABSTRACT Despite simulation games (SGs) being a novel pedagogical tool that can soundly represent real environments to enhance students ‘learning outcomes, knowledge, and skills, there is still a lack of an overview of the current theoretical understanding of using simulation games as a pedagogical method to develop K-12 learning outcomes. Taking an explanatory perspective, we examined the recent empirical studies in simulation games through a systematic search method following the PRISMA guidelines, and then discussed the benefits, limitations, and recommendations of using simulation games in K-12 education during the period of 2016 and continued to 2021 via six databases: Web of Science, Scopus, and ScienceDirect, ERC, ERIC, IEEE. Twenty-four papers were identified as the result of the data extraction process. We identified the benefits and limitations of implementing learning games in k-12 education. Findings revealed that simulation games used as teaching tools could develop student learning outcomes across the different subjects owing to features such as learners’ engagement and motivation, a safe interactive environment, and increased academic performance and achievements. An important avenue for future research is to examine a new insights into and practical advice on the meaningful inclusion of simulation games in K-12 education.