Educational Games and Game-based Approaches in Higher Education: A Systematic Review (2014-2023)

Ade-Ibijola, A., Young, K., Sivparsad, N., Seforo, M., Ally, S., Olowolafe, A., & Frahm-Arp, M. (2022). Teaching Students About Plagiarism Using a Serious Game (Plagi-Warfare): Design and Evaluation Study. JMIR Serious Games, 10(1).
https://doi.org/10.2196/33459
Agbo, F. J., Olaleye, S. A., Bower, M., & Oyelere, S. S. (2023). Examining the relationships between students’ perceptions of technology, pedagogy, and cognition: the case of immersive virtual reality mini games to foster computational thinking in higher education. Smart Learning Environments, 10(1). https://doi.org/10.1186/s40561-023-00233-1
Agbo, F. J., Oyelere, S. S., Suhonen, J., & Laine, T. H. (2021). Co-design of mini games for learning computational thinking in an online environment. Education and Information Technologies, 26(5), 5815–5849. https://doi.org/10.1007/s10639-021-10515-1
Andrew Tong, J. W., & Hee, M. Q. (2023). The impact of an online educational game on breast cancer awareness among university female students, Malaysia: a pilot study. BMC Cancer, 23(1). https://doi.org/10.1186/s12885-023-11427-8
Atmaja, P. W., Muttaqin, F., & Sugiarto, S. (2020). Facilitating educational contents of different subjects with context-agnostic educational game: A pilot case study. Register: Jurnal Ilmiah Teknologi Sistem Informasi, 6(1), 52–64.
https://doi.org/10.26594/register.v6i1.1726
Aynsley, S. A., Nathawat, K., & Crawford, R. M. (2018). Evaluating student perceptions of using a game-based approach to aid learning: Braincept. Higher Education Pedagogies, 3(1), 70–81. https://doi.org/10.1080/23752696.2018.1435296
Boghian, I., & Cojocariu, V.-M. (2023). Using Games to Build Social Emotional Learning Skills. Revista Romaneasca Pentru Educatie Multidimensionala, 15(1), 622–656.
https://doi.org/10.18662/rrem/15.1/715
Borrás-Gené, O., Díez, R. M., & Macías-Guillén, A. (2022). Digital Educational Escape Room Analysis Using Learning Styles. Information (Switzerland), 13(11).
https://doi.org/10.3390/info13110522
Checa, D., Miguel-Alonso, I., & Bustillo, A. (2021). Immersive virtual-reality computer-assembly serious game to enhance autonomous learning. Virtual Reality. https://doi.org/10.1007/s10055-021-00607-1
Frevert, M., & Di Fuccia, D. S. (2021). Possibilities of Learning Contemporary Chemistry via Virtual Reality. World Journal of Chemical Education, 9(1), 1–7.
https://doi.org/10.12691/wjce-9-1-1
Hauge, J. B., Söbke, H., Bröker, T., Lim, T., Luccini, A. M., Kornevs, M., & Meijer, S. (2021). Current competencies of game facilitators and their potential optimization in higher education: Multimethod study. JMIR Serious Games, 9(2).
https://doi.org/10.2196/25481
Hsbollah, H. M., & Rosli, K. (2022). Creating Meaningful Learning and Improving Students? Knowledge Using Game-based Learning in Higher Education. World Journal of English Language, 12(2), 257–266. https://doi.org/10.5430/wjel.v12n2p257
Ibrahim, R., Masrom, S., Yusoff, R. C. M., Zainuddin, N. M. M., & Rizman, Z. I. (2018). Student acceptance of educational games in higher education. Journal of Fundamental and Applied Sciences, 9(3S), 809. https://doi.org/10.4314/jfas.v9i3s.62
Imam, T., Cowling, M., & Das, N. (2022). Designing Computer Games to Teach Finance and Technical Concepts in an Online Learning Context: Potential and Effectiveness. Mathematics, 10(22). https://doi.org/10.3390/math10224205
Jimoyiannis, A., Boyle, E. A., Tsiotakis, P., Terras, M. M., & Leith, M. S. (2022). Exploring the Impact of the “RUEU?” Game on Greek Students’ Perceptions of and Attitudes to European Identity. Frontiers in Psychology, 13.
https://doi.org/10.3389/fpsyg.2022.834846
John, E., & Yunus, M. M. (2021). A systematic review of social media integration to teach speaking. In Sustainability (Switzerland) (Vol. 13, Issue 16). MDPI.
https://doi.org/10.3390/su13169047
Kornevs, M., Krishna, H., & Orhan, I. (2023). Framework for Using Professional Engineering Tools to Develop Games in Post-Secondary Education. International Journal of Serious Games, 10(1), 39–52. https://doi.org/10.17083/ijsg.v10i1.542
Krishnan, S., Blebil, A. Q., Dujaili, J. A., Chuang, S., & Lim, A. (2023). Implementation of a hepatitis-themed virtual escape room in pharmacy education: A pilot study. Education and Information Technologies. https://doi.org/10.1007/s10639-023-11745-1
Mercer, T. G., Kythreotis, A. P., Robinson, Z. P., Stolte, T., George, S. M., & Haywood, S. K. (2017). The use of educational game design and play in higher education to influence sustainable behaviour. International Journal of Sustainability in Higher Education, 18(3), 359–384. https://doi.org/10.1108/IJSHE-03-2015-0064
Nardo, A., & Gaydos, M. (2021). ‘Wicked problems’ as catalysts for learning in educational ethics games. Ethics and Education, 16(4), 492–509.
https://doi.org/10.1080/17449642.2021.1979283
Padilla-Zea, N., Burgos, D., García-Holgado, A., García-Peñalvo, F. J., Harquevaux, M. P., de-la-Higuera, C., Brunton, J., & Tlili, A. (2022). Catch the Open! A Gamified Interactive Immersion Into Open Educational Practices for Higher Education Educators. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.812091
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., … Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. In The BMJ (Vol. 372). BMJ Publishing Group. https://doi.org/10.1136/bmj.n71
Pettit, R. K., McCoy, L., Kinney, M., & Schwartz, F. N. (2015). Student perceptions of gamified audience response system interactions in large group lectures and via lecture capture technology Approaches to teaching and learning. BMC Medical Education, 15(1). https://doi.org/10.1186/s12909-015-0373-7
Rafiq, K. R. M., Hashim, H., & Yunus, M. M. (2021). Sustaining education with mobile learning for english for specific purposes (Esp): A systematic review (2012–2021). In Sustainability (Switzerland) (Vol. 13, Issue 17). MDPI.
https://doi.org/10.3390/su13179768
Rajendran, T., & Md Yunus, M. (2021). A Systematic Literature Review on the use of Mobile-assisted Language Learning (MALL) for Enhancing Speaking Skills among ESL and EFL Learners. International Journal of Academic Research in Progressive Education and Development, 10(1). https://doi.org/10.6007/ijarped/v10-i1/8939
Ramalingam, S., Yunus, M. M., & Hashim, H. (2022). Blended Learning Strategies for Sustainable English as a Second Language Education: A Systematic Review. In Sustainability (Switzerland) (Vol. 14, Issue 13). MDPI.
https://doi.org/10.3390/su14138051
Riabchun, Y., Honcharenko, T., Honta, V., Chupryna, K., & Fedusenko, O. (2019). Methods and means of evaluation and development for prospective students’ spatial awareness. International Journal of Innovative Technology and Exploring Engineering, 8(11), 4050–4058. https://doi.org/10.35940/ijitee.K1532.0981119
Romero, M., & Kalmpourtzis, G. (2020). Constructive alignment in game design for learning activities in higher education. Information (Switzerland), 11(3).
https://doi.org/10.3390/info11030126
Rosa-Castillo, A., García-Pañella, O., Roselló-Novella, A., Maestre-Gonzalez, E., Pulpón-Segura, A., Icart-Isern, T., & Solà-Pola, M. (2023). The effectiveness of an Instagram-based educational game in a Bachelor of Nursing course: An experimental study. Nurse Education in Practice, 70. https://doi.org/10.1016/j.nepr.2023.103656
Santhanasamy, C., & Yunus, M. M. (2022). A systematic review of flipped learning approach in improving speaking skills. In European Journal of Educational Research (Vol. 11, Issue 1, pp. 127–139). Eurasian Society of Educational Research.
https://doi.org/10.12973/eu-jer.11.1.127
Soboleva, E. V., Suvorova, T. N., Chuprakov, D. V., & Khlobystova, I. Y. (2023). Formation of “Teamwork Skills” in Future Teachers when Creating Didactic Games with Traditional and Digital Components. European Journal of Contemporary Education, 12(1), 188–203. https://doi.org/10.13187/ejced.2023.1.188
Toader, C. S., Brad, I., Rujescu, C. I., Dumitrescu, C. S., Sîrbulescu, E. C., Orboi, M. D., Pa?cal?u, R., Zajdel, M., Michalcewicz-Kaniowska, M., & Gavril?, C. (2023). Exploring Students’ Opinion towards Integration of Learning Games in Higher Education Subjects and Improved Soft Skills—A Comparative Study in Poland and Romania. Sustainability (Switzerland), 15(10). https://doi.org/10.3390/su15107969
Vahldick, A., Farah, P. R., Marcelino, M. J., & Mendes, A. J. (2020). A blocks-based serious game to support introductory computer programming in undergraduate education. Computers in Human Behavior Reports, 2. https://doi.org/10.1016/j.chbr.2020.100037
Vodenicharova, M. (2022). Gamed-based Learning in Higher Education. TEM Journal, 11(2), 779–790. https://doi.org/10.18421/TEM112-35
Wan, K., King, V., & Chan, K. (2021). Examining Flow Antecedents in Game-Based Learning to promote Self-Regulated Learning and Acceptance. The Electronic Journal of E-Learning, 19(6), 531–547. www.ejel.org
Zhyhadlo, O. Y. (2022). APPLICATION OF DIGITAL GAME-BASED TOOLS FOR FORMATIVE ASSESSMENT AT FOREIGN LANGUAGE LESSONS. Information Technologies and Learning Tools, 87(1), 139–150. https://doi.org/10.33407/itlt.v87i1.4703
?????????, ?., ????????, ?., ???????, ?., ???????, ?., & ????????, ?. (2020). GAME DEVELOPMENT SOFTWARE TOOLS IN HIGHER EDUCATIONAL INSTITUTIONS: EXPERIENCE OF UKRAINE, TURKEY AND BULGARIA. Information Technologies and Learning Tools, 78(4), 90–104. https://doi.org/10.33407/itlt.v78i4.3370

(Mingyu et al., 2024)
Mingyu, G., Yunus, M. M., & Rafiq, K. R. M. (2024). Educational Games and Game-based Approaches in Higher Education: A Systematic Review (2014-2023). International Journal of Academic Research in Progressive Education and Development, 13(1), 899–919.

Copyright: © 2024 The Author(s)
Published by HRMARS (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode