A Systematic Review of Research about Game-based Learning in Virtual Worlds

Abstract

While a substantial body of literature has well-documented and demonstrated considerable potentials of virtual worlds (VWs) across a variety of learning subjects, little is known today regarding game-based learning (GBL) approaches that can be applied. This systematic literature review presents the current state of knowledge and practice about GBL approaches in VWs from Primary and Secondary (K-12) to Higher education (HE). It provides guidance for instructional designers and scholars by systematically appraising and summarizing the most relevant existing research articles published from 2006 until December 2019. Twenty-eight studies were finally included for a detailed analysis and synthesis during the selection and screening process. The results indicated that GBL in VWs gained popularity from 2014 until 2016. Many studies in K-12 and HE settings were focused on describing and evaluating the appropriateness or the effectiveness of the applied instructional design processes using various game prototypes to disseminate their findings on user experience, usability issues, students' outcomes, and/or learning performance. This study contributes by reviewing how GBL approaches in VWs can potentially benefit students' learning performance, leading to a higher level of satisfaction and dimensions of disciplinary understanding. It also proposes six concrete recommendations guiding game design and development to support learning in VWs.

Metaverse

“…Collective VR spaces enable the wider application of blended active learner-centered instructional design strategies such as problem-, project and game-based learning [49,50]. Online learning in social VR allows the wider deployment of game-based learning methods.…”

Game-informed meaning making in U.S. math class

“…Definitions of game-based learning (GBL) vary. Systematic reviews of research include GBL (a) on its own (Jabbar & Felicia, 2015), (b) in relation to online learning environments (Tsai & Fan, 2013) and virtual worlds (Pellas & Mystakidis, 2020), (c) associated with digital technologies or digital game-based learning (DGBL, Chang & Hwang, 2019), and (d) applied to specific environments, such as Augmented Reality (ARGBL, Pellas et al, 2019). Respectively, definitions of GBL in these systematic reviews include learning (a) that occurs in digital or nondigital game worlds (Jabbar & Felicia, 2015); (b) that includes "any initiative that combines or mixes video games and education" (Tsai & Fan,p.…”

Ready Teacher One: Virtual and Augmented Reality Online Professional Development for K-12 School Teachers

“…VR benefits can be traced in the cognitive, affective, and social domains [19]. Students who have followed VR-supported instruction have successfully achieved better outcomes than their counterparts in traditional (lecture-style) formats [17,25]. Viewing 360, spherical immersive VR videos can increase attention and teachers' professional noticing capabilities [18].…”

“…AR enriches digital storytelling options especially in humanities, social sciences, languages, and interdisciplinary HASS subjects [36]. On the other hand, inquiry-based learning in VR environments is suitable for the autonomous, self-directed, and cooperative of students of all ages, especially in STEM related disciplines [25]. Since this OPD program was horizontally offered to K-12 educators of all disciplines, it was crucial to ensure its content is relevant, inclusive, and applicable in multiple school settings and for all student age groups.…”