Gamified Project-Based Learning: A Systematic Review of the Research Landscape

Abstract

The information era puts higher requirements on current students’ learning methods to develop 21st-century skills. Project-based learning (PBL) and gamified learning have been two effective learning approaches, leading to an innovative exploration of combining both to improve learning outcomes. This study presents a systematic review of the literature published on “gamified PBL” (GPBL) over the past six years, focusing on GPBL approaches, learning outcomes, technical tools and theories. The results show that the gamified approaches of project-based learning can be divided into four types: gamify structure and procedure of PBL, gamify content of PBL, integrate prefabricated educational/serious games in PBL, and make a game as the activity of PBL. Most of the studies affirmed the positive effects of GPBL in enhancing students’ learning outcomes, especially for learning experience and motivation. Adopted techniques and theories in the reviewed studies were also summarized. In conclusion, we acquired four findings based on the discussion: the characteristics of GPBL are diverse; design-based learning are an innovative and creative method used in GPBL; studies of GPBL emphasized collection and description of the whole-process data; technical issues should be paid great attention to. In addition, a number of suggestions for future research are provided in this review.

Research Status and Trends of Project-Based Learning in China and Abroad

“…Chikurteva, A et al explore the role of communication technologies in PBL and the benefits and problems of implementing PBL and propose a conceptual model of a PBL platform in education [7]. Huang, WD et al review the literature on "gamified PBL" (GPBL), which combines project-based learning and gamified learning, focusing on GPBL methodology, learning outcomes, technological tools, and theories [8]. Saad A et al review the literature related to project-based learning (PBL) and computational thinking (CT) and find a lack of methodological guidance for implementing PBL-CT, identifying several common factors for the PBL-CT framework or models [9].…”

Study of Classroom Climate, Student Engagement, Self-Efficacy and Learning Experiences An Analyses Employing Social Cognitive Theory

“…Using a qualitative approach to investigate the students' learning experience by creating a Computer Support Collaborative Learning Environment (Perales, 2022), it was found that such an environment can enhance the students' learning experience. Collaborative initiatives, support for each other, and group projects can enhance the social learning experience among students (Zhang, et al, 2023). A supportive learning environment offers an opportunity to learn from each other's learning experiences.…”

Integración De Diseño Asistido Por Computadora, Arduino Y Manufactura Aditiva en El Proceso De Aprendizaje De Robótica Básica en Alumnos De Ingeniería Mecatrónica

“…A lo anterior se suma que las aulas del siglo XXI se están transformando lentamente en pequeños grupos colaborativos que están pasando de un aprendizaje pasivo a entornos de aprendizaje basados en proyectos (Kokotsaki et al, 2016;Helle et al, 2006), utilizando la robótica como un intento de motivar, involucrar y aumentar la retención y el interés de los estudiantes (Cappelleri y Vitoroulis, 2013). El ABP se ha implementado en el aprendizaje de la robótica a nivel superior desde hace varios años (Valls, 2022;Walter y Spath, 2015;Cabre et al, 2013;Quidway, 2011;Price et al, 2010;Varner, 1998) y hace referencia a un modelo de aprendizaje que se organiza en torno a proyectos (Huang et al, 2022), que fomenta la práctica y la relación del conocimiento con la vida diaria (Brin y Shypilova, 2022), contribuyendo a un aprendizaje significativo y profundo (Kızkapan y Bektaş, 2017).…”