The impact of game-based learning on classroom instruction: A systematic literature review
DOI:
https://doi.org/10.32890/pr2025.7.3Kata kunci:
Game-based learning (GBL), classroom instruction, learning outcomes, student engagement, systematic literature review (SLR)Abstrak
This systematic literature review (SLR) examines the impact of game-based learning (GBL) on classroom instruction, synthesizing findings from 11 action research studies published since 2019. Utilizing the PRISMA 2009 framework, this review identifies trends, geographical distributions, and the interplay between GBL interventions and classroom outcomes. The analysis reveals that GBL enhances academic performance, student engagement, and social and cognitive skills while fostering positive emotional outcomes such as reduced stress and increased motivation. Key GBL strategies, including digital games, escape rooms, and role-playing, demonstrate significant benefits across diverse educational and cultural contexts. However, challenges remain, including resource constraints, implementation complexities, and risks of superficial learning. This review underscores the transformative potential of GBL in modern education and highlights the need for further research to address existing gaps, optimize implementation, and evaluate long-term impacts. These findings provide actionable insights for educators and researchers aiming to leverage GBL for improved teaching and learning experiences.
Rujukan
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