Playing at the school table: Systematic literature review of board, tabletop, and other analog game-based learning approaches

Abstract

The unique characteristics of games have led scientific research to increasingly focus on their potential role in learning processes. Currently, their effectiveness in fostering experiential learning and skill acquisition in several areas is already supported by the existing evidence, mainly about the potential of digital games. Paradoxically, the current post-digital era seems to have led to a growing popularity of analog games. The present Systematic Literature Review aimed to map the existing literature on the potential of board, tabletop, or other analog games in learning processes. It intended to systematize the contemporary state of the art (2012–2022) around the pedagogical role of these games, their effectiveness, the promoted learning outcomes, the methodological aspects of the interventions, the used games—including mechanics and other characteristics—and the current discussions around inclusion and accessibility in analog game-based learning. Adopting the PRISMA methodology, we searched ACM Digital Library, EBSCO, ERIC, Scopus—Elsevier, and Web of Science databases, as well as other peer-reviewed “grey literature” sources. The search resulted in an initial sample of 2,741 articles that was then screened by inclusion and exclusion criteria previously defined according to the research objectives. We obtained a final sample of 45 articles. To formulate the mapping of existing research, these studies were analyzed using a combination of statistical, content, and critical analysis procedures. The obtained results support the role of board, tabletop, and other analog games in educational contexts—based on their educational potential—with a broad range of knowledge, cognitive, and psychological outcomes. The study also emphasized the relevance of these games in the promotion of soft skills and other aspects typically associated with meaningful learning, such as engagement, satisfaction, flexibility, and freedom of experimentation. However, important limitations were found in a fair amount of the pedagogical approaches studied, which can be mostly attributed to the low prevalence of modern board games that relate what is intended to be learned to aspects of game design and have little to no consideration of accessibility and inclusion aspects in these studies.

<span>Designing and using learning games for third graders to enhance mathematics performance and motivation</span>

“…This aligns with the research conducted by Pham Tien Thanh and Pham Thi Tham, underscoring the value of games in addressing students' psychological characteristics (Pham, 2018;Pham, 2017). Furthermore, Sousa et al (2023) agree with these findings, highlighting motivation and confidence as positive outcomes of games.…”

Investigating Inclusivity in Game-Based Learning: Current Practices and Multistakeholder Perspectives

“…Later, Sousa et al (2023) found that accessibility and inclusion were not frequently approached in a systematic literature review on analogue GBL. Despite the perception that the board game community is particularly welcoming and inclusive, it seems that these aspects are not a major focus in research.…”

Analogue Game-Based Learning to Address Underemployment of People with Intellectual Disability: Resources and Best Practices

“…There has been an increasing interest in using analogue GBL to tackle different educational and developmental challenges in recent years (Maratou et al, 2023;Sousa et al, 2023a). This emergence of the analogue may be a natural response to over-digitization, digital fatigue and, at the same time, the technological barriers that exist in some educational contexts (Marenco, & Seidl, 2021;Sousa et al, 2023b).…”