Digital Game-based Learning and Serious Games in Education

Background. In recent years, the use of digital serious games in the education of healthcare students and professionals has been frequent. However, there are no high-level evidence studies focused on the effect of this tool in the development of patient care-related competencies in pharmacy education. Aim. To assess the effect of digital serious games on learning about patient care in pharmacy education. Methods. The Cochrane Library, ERIC, Embase, IPA, LILACS, PubMed, Scopus, and Web of Science databases were reviewed to identify relevant studies published up to October 2, 2018. Standardized and non-standardized terms including “games,” “serious games,” “pharmacy education,” “pharmacists,” and “pharmacy students” were used as search terms. The quality of the studies was assessed using validated tools. Results and Discussion. Of the 1,521 studies reviewed, seven met the eligibility criteria. Three studies were performed in the United States (42.85%). The most-frequent design studies were randomized controlled studies (n = 3; 42.85%). The number of participants ranged between 6 and 354. In most cases, game scenarios were based on simulations in which users performed the role of the pharmacist (n = 5; 71.42%). The predominant primary outcome was attitudes (n = 5; 71.42%) related to patient care. Only one study (14.27%) demonstrated significant improvements in the assessed primary outcomes. The methodology of the included studies lacked robustness. Conclusion. The effect of learning technological tools on patient care-related competencies was not significant in most of the included studies. Future studies must provide high-quality, integrated-manner evidence on the effect of digital serious games in pharmacy education (knowledge, skills, and attitudes) to facilitate the transfer of learning to real-life scenarios and changes in organizational practices.

BackgroundThe present study aimed to (1) develop a digital game focusing on the roles of surgical nurses (scrub and circulator nurses) in laparoscopic surgeries, (2) conduct a randomized controlled trial (RCT) comparing this digital game-based learning (GBL) approach with a conventional teaching method, and (3) assess students’ reasoning and user satisfaction.MethodThis randomized controlled trial (RCT) was conducted at Shahid Sadoughi University of Medical Sciences. The study comprised three phases: development of the digital game titled ‘Co-Surgeon,’ implementation of the educational interventions, and evaluation of outcomes. The digital game aimed to enhance students’ understanding of laparoscopic surgeries and the specific roles of surgical nurses (circulator and scrub), focusing on tasks such as task recognition, laparoscopic instrument identification and utilization, procedural steps, and the development of clinical reasoning for selecting appropriate tools during common laparoscopic procedures. Fifty-seven surgical nursing students were randomly assigned to either an intervention group, which utilized digital game-based learning, or a control group, which received conventional lecture-based education. The digital GBL application included 40 distinct laparoscopic tools and equipment organized into 8 categories, 8 puzzles related to surgical nurse roles in abdominal laparoscopic surgeries, 15 Mayo stand setups, and 60 instrument identification puzzles. User satisfaction was measured via the Questionnaire for User Interface Satisfaction (QUIS), and students’ reasoning was assessed through the Key Feature (KF) examination. Data were summarized using descriptive statistics (mean, standard deviation, and percentage). Pearson correlation coefficient, independent t-test, and paired t-test were used for data analysis.ResultsThe mean (SD) scores of students’ reasoning in the intervention group (19.51 ± 3.36) were significantly higher than those in the control group (13.92 ± 4.15). (p < 0.001), with a large educational effect size reported (Partial eta squared = 0.35). Student perception scores indicated a good level of satisfaction (184.85 ± 6.79).ConclusionThe diverse and complex responsibilities of surgical nurses make it essential to enhance the learning outcomes for surgical nursing students. Implementing digital game-based learning can positively impact these outcomes. Therefore, it is recommended to incorporate digital games as a supplement in clinical education and workplace-based training.

This study aims to examine K-12 teachers’ perspectives and attitudes toward the benefits of adopting and integrating digital game-based learning in education. The study involves 158 teachers of primary education and secondary education who filled in a 37-question questionnaire. Overall, teachers had significantly positive perspectives and attitudes. In contrast to their age and level of education in which they taught, teachers’ educational background, gender, and teaching experience were correlated with their responses. Based on the results, most teachers were familiar with digital games and their use in educational settings and had previous experience in adopting digital game-based learning in their classrooms. The lack of equipment, digital skills, and training emerged as the primary challenges that they face. Concerning its general benefits in education, digital game-based learning emerged as an effective educational approach that can be applied in various subjects and offer interactive and student-centered learning environments. Regarding the benefits it can yield for teachers, digital game-based learning emerged as a useful educational approach that can facilitate and enrich the teaching process as it improves teachers’ communication and digital skills and enables them to create motivational virtual learning environments that would consciously engage and encourage students to actively participate in educational activities and that would promote collaborative learning. In terms of the educational benefits that it can yield for students, digital game-based learning was evaluated as a valuable pedagogical approach that can enhance students’ cognitive and social-emotional development, enhance their digital competencies, improve their learning motivation, engagement, and achievements, and increase their joy, autonomy, critical thinking, creativity, and imagination. Finally, digital game-based learning emerged as an effective educational approach that can be used at all educational levels and in both face-to-face and online learning to meet the new educational requirements, provide benefits for teachers and students, and improve the overall quality of education.

Teaching science through computer games, simulations, and artificial intelligence (AI) is an increasingly active research field. To this end, we conducted a systematic literature review on serious games for science education to reveal research trends and patterns. We discussed the role of virtual reality (VR), AI, and augmented reality (AR) games in teaching science subjects like physics. Specifically, we covered the research spanning between 2011 and 2021, investigated country-wise concentration and most common evaluation methods, and discussed the positive and negative aspects of serious games in science education in particular and attitudes towards the use of serious games in education in general.

The growing integration of technology into society highlights the need for educational transformation to better equip students for future challenges and the evolving labor market. Digital game-based learning (DGBL) has emerged as a promising strategy for enhancing learning using interactive digital games. This study investigates the implementation of DGBL in secondary mathematics classrooms, focusing on four digital math games grounded in a constructionist approach that enables adaptation by both teachers and students. Employing a mixed-methods research design, we collected and analyzed both qualitative and quantitative data. The findings reveal that although teachers integrated the games into their instruction, they did not involve students in modifying or creating the games, thereby leaving the constructionist potential largely unexploited. This study contributes to the DGBL literature by offering an integrated perspective (both students and teachers) on the opportunities and challenges of implementing constructionist DGBL in mathematics education.

This paper elaborates the meaningful appearance and educational development of digital game-based learning and summarizes how digital game-based learning assists with learning strategies for English as a Foreign Language (EFL). Previous research highlights the importance of applications of digital games in classrooms and emphasize its essential functions for developing learning strategies. It is pointed out that digital game-based learning has its potential for young generations to improve their English learning and produce the further educational methods. Digital game-based learning is regarded as an instrumental and motivational subsystem to provide interactive learning contexts, increase learner’s satisfactions and promote English proficiency if it can be utilized in an appropriate way. Based on its benefits, learner’s attitudes to digital games cannot be ignored, and there shall be enough instructions and regulations of applying digital game-based learning. This paper concludes that digital game-based learning is expected to be more efficient to promote language competence and be more motivating for language acquisition.

Purpose – The purpose of this paper is to explore culture as the unit of analysis in comparative education in the context of technology-mediated learning known as digital game-based learning (DGBL). Design/methodology/approach – Two digital games for Chinese language learning were purposefully designed and produced following existing studies in cross-cultural psychology, learning theories and second language acquisition. To corroborate the assumption that culture affects user’s preference of DGBL learning interface, the two newly developed instructional tools were evaluated with eastern and western learners to find out their perceptions and choices through direct observation, pre-/post-assessments and a group interview. Findings – The evaluation indicates the validity of the key assumptions in the theoretical framework: eastern learners were fond of the type of digital game that involves social cues and situational factors, whereas, western learners preferred a simple design and goal-oriented learning game in which they had the power of control. Originality/value – This paper suggests a theoretical and technical framework to design, and produce culturally sensitive DGBL learning tools. Extant studies on the relationship between culture and DGBL are usually on how digital games generate unique learning experiences and culture. Looking at the same phenomenon but in a reverse direction, this study reports on how learners’ culture determines their preferences in DGBL.

This study examines Hungarian teachers’ beliefs and affective variables (confidence and motivation) in the context of digital game-based learning (DGBL). Our research questions were: How well does the Game-based-learning Teaching Belief Scale (GTBS) work among Hungarian teachers? What are Hungarian teachers’ beliefs about DGBL? To what extent do background variables (teaching level, gender, age, teaching experience) influence teachers’ beliefs about DGBL? We adapted the Game-based-learning Teaching Belief Scale to Hungarian. Primary and secondary school teachers (N=102) participating in our research completed the questionnaire online, in an anonymous form. Based on the results of the confirmatory factor analysis (CFA), we recommended deleting one item from the original questionnaire. The analyses were performed after deleting the item. Fillers have positive beliefs about DGBL, feel confident in applying DGBL, and are self-confident in their commitment to DGBL. Based on our results, teachers are happy to use digital educational games. Derived from the independent t-test, there is no significant difference in teachers’ beliefs about DGBL by teaching level and gender. Furthermore, determined from the ANOVA, there is no significant difference in the Hungarian teachers' beliefs about DGBL by age and teaching experience. The results highlight that the teachers are open to reform their teaching practices and to apply new methods. This could be an important aspect of teacher training.

Technology enhanced learning is lately considered as an innovative educational procedure which derives from the usage of digital games with pedagogical value. In the recent years the usage of Serious Games for the learning of History and Culture is widespread. Serious Games is a group of digital games that aim to learning in an entertaining way and are being used widely in cultural education. Especially when the targeted learners are children and teenagers, the graphical user interface (GUI) and user experience (UX) is one of the most important feature of serious games. An educational game must be attractive and reach the levels of experience of the entertainment digital games, with which the children today are most familiar. The paper focuses on the creation of a 3D digital game, based on learning theories of constructivism of Piaget and social constructivism of Vygotsky regarding the implementation of an educational serious digital game. The students are involved in the game where they are able to take a tour of “El Greco's Travels and Artwork”.

The notion that digital games can be effectively employed as tools for learning and teaching has steadily been gaining traction among educational theorists and researchers, with numerous empirical studies pointing to the potential benefits of games for skill and knowledge development. However, a solid understanding of learners’ attitudes and concerns regarding this relatively novel pedagogical approach is also necessary for effective implementation in formal learning contexts. It cannot be taken for granted that today’s learners will accept game-based approaches simply because these learners tend to be more accustomed to advanced technologies than those of previous generations. The aim of this mixed-methods empirical study is thus to help elucidate learner beliefs and attitudes regarding digital game-based language learning with survey data collected from 112 undergraduate student participants at a large public university in Japan. The findings reveal that learners generally held positive attitudes towards DGBLL before taking part in any intervention and, after playing a cooperative digital game over six weekly sessions, reported stronger positive attitudes towards this pedagogical approach. In contrast to the results of earlier studies, gender was not found to be a statistically significant predictor of attitude towards DGBLL in this sample. However, two other demographic factors, namely information technology literacy and digital gaming experience, correlated positively with several measures of attitude. The learners considered enjoyment to be the most important advantage of using digital games for language learning. However, many also expressed doubts regarding the effectiveness of game-based language education.

The study examined the opinion of school students regarding the expediency and possibilities of using digital mathematical games in the process of teaching mathematics, and also carried out a comparative analysis of the results of the research conducted in Ukraine and Israel. The issue of the distribution of digital mathematical games in Ukraine and Israel was studied, and it was found out which digital mathematical games are the most popular in the process of teaching mathematics to students in schools in these countries. It was found that the vast majority of students from these countries played digital mathematical games. In the study of students’ interest in playing digital mathematical games, the questions were whether students played digital mathematical games, whether their mathematics teachers used digital mathematical games in mathematics lessons, whether students would like to use digital mathematical games when learning mathematics at school. Also, most students responded that their teachers used digital math games in math lessons and would like their teachers to continue using them. However, despite a relatively high percentage of students who are interested in using digital math games in math lessons, there are students who consider traditional math lessons to be more appropriate. It was established that there is a statistically significant difference between the results of a survey of schoolchildren in Ukraine and Israel regarding the expediency of using mathematical digital games in teaching mathematics: with a probability of 95% more surveyed schoolchildren in Ukraine (9.6%) are supporters of traditional teaching of mathematics (without the use of digital games), compared to 2.4% of surveyed schoolchildren in Israel. The statistical significance of the differences in the answers of students of the schools of these countries was checked using the ϕ*-Fisher criterion. As a result of the research, it was found that the interest of schoolchildren of both countries in the use of digital mathematical games in the learning process is growing. Almost half of the respondents in these countries expressed the opinion that they would be interested in learning more about digital math games and trying to play them. However, there remain a number of unresolved important issues related to the methodology of this process, including didactic ones.

Using game-based learning (GBL), especially digital game-based learning (DGBL), as a teaching and learning environment can be a pedagogical resource and a good strategy in the classroom to support mathematical learning. Effective manipulatives and games play a crucial role in promoting mathematical understanding. They support students in building, reinforcing and connecting varied representations of mathematical concepts. High-quality games are particularly valuable for learners as they provide them with control and adaptability. These games have properties that are adapted to cognitive and mathematical structures, facilitating the development of connections between different pieces and forms of knowledge. Digital games can help to achieve the same effects. In this paper, we conduct a quasi-experiment using games developed for this purpose. Our aim is to investigate whether non-digital games vs. digital games yield different results. Our results indicate that while students enjoyed themselves and found the task-solving enjoyable during both types of game-based learning, the use of non-digital games vs. digital games can sometimes lead to different outcomes.

The research on digital game-based language learning (DGBLL) keeps growing, but a comprehensive account of its development in the recent two decades is still lacking. Therefore, the study presents a scientometrics review of the field based on the bibliometric records retrieved from the Web of Science Core Database. 205 publications with their references were included in this review. The science mapping software Citespace was employed to compute the properties of the publications with a view to outlining the major research areas and detecting the trends of DGBLL. The document co-citation analysis has identified major research clusters as educational game, MMORPG, out-of-school gameplay, vocabulary, game-based learning and theoretical underpinnings. The content of the major clusters was examined to gain a deeper understanding of the field and the burstness analysis has revealed that over the years, research on MMORPG has experienced fluctuations in activity, whereas the interest in vocabulary learning remained stable. The findings also highlighted the need for more research into the educational vs. commercial adoption in the context of language learning and teaching. As the first scientometrics review in the field, the study supplements traditional reviews by tracing the development of DGBLL over time via data-driven analysis. The discussion concludes by identifying gaps in the literature and offering suggestions for future research.

The popularity of digital games has led to the emergence of serious games, which are developed with specific purposes beyond mere entertainment. Serious games in education represent more innovative and current pedagogical approaches. However, the existing digital games have been shown to improve critical thinking skills, although there is still a limited amount of research on science education. A preliminary study has found that digital games developed for science teaching do not incorporate all aspects of Higher-Order Thinking Skills (HOTS). This study aims to identify and validate game components and design a serious game model for HOTS in science education (PKBATDPS Model), which was validated using the Electric Circuit prototype. The study is divided into four phases: analysis, design, development and evaluation. During the analysis phase, the components of the PKBATDPS model were identified. The Electric Circuit prototype was evaluated using a quasi-experimental procedure that included pre-tests, post-tests, and learning motivation questionnaires. The experiment involved 32 elementary students; 16 in the experimental group used the serious games application prototype, whereas 16 in the control group received the traditional method. The results show that the PKBATDPS Model can be effectively used to increase students’ HOTS and motivation in science education.

STEM education, which includes science, technology, engineering and mathematics, has been expanding for the past two decades. This study aimed to map new trends and the possibility of implementing digital game-based learning (DGBL) in STEM education. For this purpose, a systematic literature review was conducted. The resulting sample was further selected according to PRISMA guidelines, with screening and eligibility processes conducted based on the inclusion criteria defined concerning the research objective. This review consisted of twenty-eight studies. The findings revealed a growing interest in DGBL in STEM education from 2018 to 2023. Furthermore, most studies have focused on the K-12 education system and universities. According to the review, educational games for digital learning and simulation technology are the most promising tools used in research. The analysis is launched by studying the effects that influence the increase of student motivation in DGBL teaching STEM education. The findings support the conclusion that prior experience in gaming has a positive impact on increasing students' motivation to learn in DGBL STEM teaching. In addition, students' previous knowledge of a STEM subject increases engagement and motivation. Implementing educational computer games, therefore, showed a great interest in students in STEM education. Keywords: digital game-based learning, students’ motivation, STEM education, systematic literature review