Abstract
Game-based learning has recently emerged as an innovative teaching and learning technique in both physical and virtual classroom settings. Hence, this study was done to analyse its documented effects on students that have been reported in previous empirical research papers. Employing qualitative method, several relevant studies, across science and social science disciplines, were examined. The data gathered was then presented in a comprehensive table, consisting of the objectives and participants, research approach, and key findings, reported by each research paper examined. The study also analysed emerging themes found in the data gathered. Most notably, the analysis found game-based learning to facilitate the learning process, regardless of the disciplines involved. The study concluded that game-based learning could be applied widely in any given classroom settings and provides favourable outcomes to the teaching and learning process. The study also emphasised that game-based learning must be carefully crafted in the educators’ planning to suit specific lesson objectives.
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