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

Guan, Xin; Sun, Chunmei; Hwang, Gwo‐Jen; Xue, Kegan; Wang, Zhuo

doi:10.1080/10494820.2022.2091611

Cited by 11 publications

(7 citation statements)

References 70 publications

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“…A potential explanation is that researchers may focus on other aspects of GBLL, such as gamification elements (Butler et al, 2014) and intervention effects (Dore et al, 2019; Hung et al, 2015). However, as Kiili et al (2012) posits, ‘it is a major problem to not ground educational games on either educational or game design principles.’ Without solid theoretical basis, it would be difficult to specify what research variables may influence GBLL and explain how they were integrated into game design or learning curriculum (Guan et al, 2022). Thus, it is suggested that theoretical frameworks should be explicitly stated by researchers in the future.…”

Section: Discussionmentioning

confidence: 99%

“…Besides gameplay training, lecture was the second frequently adopted pre‐game activity in K‐12 education, as it could provide students with prior knowledge—background on the curriculum, illustration of high frequency words, learning strategies and problem‐solving skills—to fully engage them in GBLL activities (Bado, 2022). It would also come as no surprise to find that GBLL incorporated built‐in handouts mechanism that could help K‐12 students present structured learning content, clear learning tasks and in‐game assistance (Guan et al, 2022). As for during‐game activities, it indicated that classroom management were commonly adopted, followed by scaffolding and technical support.…”

Section: Discussionmentioning

confidence: 99%

“…First, given the significance of theoretical frameworks in GBLL research (Guan et al, 2022), it is suggested that researchers explicitly state what theoretical frameworks they adopted to conduct their future studies. Second, since existing studies have mainly focused on the development of language skills and affective states, future study may examine the impacts of GBLL on K-12 students from diverse aspects, such as learning behaviours and contemporary competences.…”

Section: Implications For Researchersmentioning

confidence: 99%

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Research trends of game‐based language learning in K‐12 education: A systematic review of SSCI articles during 2009–2022

Yang,

Li,

Zhou

2024

Computer Assisted Learning

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BackgroundWhile game‐based language learning (GBLL) in K‐12 education has received considerable attention, little is still known about its state‐of‐the‐art research trends over the last decade, necessitating a systematic review on its theoretical frameworks, instructional activities and research findings.ObjectivesTo fill the gap, drawing on the revised technology‐based learning model, this study aims to conduct a systematic review on the trends of GBLL for K‐12 education in terms of theoretical frameworks, participants, methodology, game genres, instructional activities and application effectiveness.MethodsBased on the proposed criteria, 83 Social Science Citation Index (SSCI) articles pertaining to GBLL in K‐12 education published during 2009–2022 were finalised for data analysis.Results and conclusionsThe results showed that (1) most GBLL studies adopted cognitive and social frameworks, including flow theory, situated learning and socio‐cultural theory; (2) the most common participants were primary school students, and the most common languages were English as a foreign language (EFL) learning; (3) quantitative methods were frequently adopted, with a particular eye on tests, questionnaires and experimental design; (4) the most common game genre was tutorial games; (5) pre‐game instructional activities, such as gameplay training and lecture, were mostly implemented in K‐12 contexts; (6) benefits such as enhancing four language skills and communicative competence and improving learners' attitudes were reported. However, according to the results, technical issues, unhelpful partners, difficult learning tasks and high cognitive load were the most frequently reported drawbacks.ImplicationsPedagogical implications for teachers, designers and researchers in GBLL were referred from the results of the study.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Implications For Researchersmentioning

confidence: 99%

See 1 more Smart Citation

Research trends of game‐based language learning in K‐12 education: A systematic review of SSCI articles during 2009–2022

Yang,

Li,

Zhou

2024

Computer Assisted Learning

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“…With reference to Guan et al (2022), technologies may be categorized as self‐designed or commercial. Whilst commercial software may be more stable and versatile, it is often less personalized or affordable.…”

Section: Methodsmentioning

confidence: 99%

Trends and issues of social annotation in education: A systematic review from 2000 to 2020

Sun

Hwang

Zhang

et al. 2022

Computer Assisted Learning

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Background Social annotation (SA) allows users to collaboratively highlight important texts, make comments and discuss with each other on the same online document. This would not only accelerate and deepen learners' cognitive understanding of information, but also help build a sense of rapport, which is critical especially because of the worldwide shift from face‐to‐face class to remote education as a response to the COVID‐19 pandemic. Objective To provide a systematic review of empirical SA studies, so that current development as well as issues in SA practices and research are identified. Methods A total of 32 studies were identified and bibliometrical, instructional, and methodological analysis were conducted. Results and Conclusions The United States has published the most SA research and technology‐related journals are most receptive of SA research; one‐shot quantitative designs with a sample size between 30 and 100 have been adopted most often; there is a lack of theoretical support for SA studies; higher education settings have been more frequently researched than other educational levels; SA technological features and activities have focused more on student uses and outcomes than on those of instructors; self‐designed technologies were more preferred than commercial ones; both cognitive and affective outcomes were emphasized and nearly all studies reported positive findings. Implications Future SA studies may conduct blended designs with larger sample sizes that is grounded upon solid theoretical frameworks; more customized and affordable SA technologies that support both students and teachers should be developed. Learning analytics and emotional design may be capitalized more to meet the demand of remote education during the pandemic.

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“…First, since theoretical frameworks could help specify how CGBLL can be integrated into learning curriculum (Guan et al, 2022), future research should explicitly state the theoretical frameworks. Second, given that authentic learning contexts could provide rich opportunities for contextualized language practice and facilitate knowledge transfer (Shadiev et al, 2020), future research should explore students' learning outcomes in diversified contexts, such as virtual social platforms and campus.…”

Section: Implications For Researchersmentioning

confidence: 99%

Contextualized Game-Based Language Learning: Retrospect and Prospect

Yang,

2023

Journal of Educational Computing Research

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While studies of contextualized game-based language learning (CGBLL) have to date gained a growing scholarly interest, there is still a lack of systematic review synthesizing its research trends regarding theoretical foundations, learning contexts, research foci and findings. To address the gap, this study collected data from the Web of Science (WoS) and reviewed a total of 82 Social Science Citation Index (SSCI) articles pertaining to CGBLL based on the proposed inclusion and exclusion criteria. The results revealed that most CGBLL studies were based on social frameworks, including situated learning and socio-cultural theory. Most learning activities were carried out in a local community. Language skills and learner perceptions were the two main research foci. The results also revealed that CGBLL not only improved students’ language performance and perceptions, but also promoted interaction and collaboration, knowledge transfer, autonomy and self-regulation, and higher-order thinking skills. In addition, technical issues, high cognitive load, difficult game tasks, the lack of user guide and explicit game instruction were the major challenges. Based on the results, implications have been made for teachers, designers, and researchers.

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

Cited by 11 publications

References 70 publications

Research trends of game‐based language learning in K‐12 education: A systematic review of SSCI articles during 2009–2022

Research trends of game‐based language learning in K‐12 education: A systematic review of SSCI articles during 2009–2022

Trends and issues of social annotation in education: A systematic review from 2000 to 2020

Contextualized Game-Based Language Learning: Retrospect and Prospect

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