Abstract
ABSTRACT Digital game-based learning (DGBL) is perceived as a promising approach for motivating students’ interest in science. However, most previous studies have focused on comparing the effectiveness of DGBL with traditional teaching methods, rather than looking at how specific design mechanisms of value-added DGBL applications can influence learning in K-12 science. Therefore, this paper presents a systematic literature review of 41 articles, published between 2006 and 31 December 2023 and listed in the Web of Science Social Science Citation Index. The purpose of this review is to investigate the trend of value-added DGBL mechanisms and their role in K-12 science education. Thus, these studies were classified using a multi-dimensional framework into four categories: knowledge acquisition, affective and motivational outcomes, behavior change, and perceptual and cognitive skills. The outcomes of this study revealed that, indeed, value-added research in K-12 science education is still in its nascent stages. Moreover, most of the interventions were conducted at Elementary and Junior High school levels and emphasized improving students’ knowledge acquisition. In addition, almost all the extant studies relied on tests and surveys to monitor students’ progress, whereas only a few looked at students’ gaming and learning behavior. Implications for research and practice, limitations, and recommendations for future research are subsequently discussed in this paper.
Published Version
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