Systematic Review of Enjoyment Element in Health-Related Game-Based Learning

Jalil, Habibah Ab; Nasharuddin, Nurul Amelina; Marlisah, Erzam; Nazan, Ahmad Iqmer Nashriq Mohd; Ismail, Ismi Arif; Ma’rof, Aini Marina; Zaremohzzabieh, Zeinab

doi:10.3991/ijet.v15i21.17345

Cited by 10 publications

(5 citation statements)

References 51 publications

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“…In this research, 16 relatively high-quality research reviews in the last 5 years have been searched from the major databases in this field (Web of Science, EBSCO ERIC (Education Resources Information Center), IEEE Xplore and SpringerLink). After reviewing these papers, it is found that their main concerns can be summarized into the following four aspects: the effectiveness of GBL ( Meredith, 2016 ; Byun and Joung, 2018 ; Hussein et al, 2019 ; Pellas et al, 2019 ; Tokac et al, 2019 ; Chen et al, 2020 ; Garcia et al, 2020 ; Karakoç et al, 2020 ; Stančin et al, 2020 ), the future trend of GBL ( Giannakas et al, 2018 ; Gao et al, 2020 ), the influencing factors of GBL ( Perttula et al, 2017 ; Shu and Liu, 2019 ), the theoretical foundations of GBL’s effectiveness and its practical use ( Carenys and Moya, 2016 ; Bakan and Bakan, 2018 ; Ab Jalil et al, 2020 ).…”

Section: Related Workmentioning

confidence: 99%

How to Implement Game-Based Learning in a Smart Classroom? A Model Based on a Systematic Literature Review and Delphi Method

Liu-xia

Tlili

et al. 2021

Front. Psychol.

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Game-based learning (GBL) can allow learners to acquire and construct knowledge in a fun and focused learning atmosphere. A systematic literature review of 42 papers from 2010 to 2020 in this study showed that the current difficulties in implementing GBL in classrooms could be classified into the following categories: infrastructure, resources, theoretical guidance, teacher’s capabilities and acceptance of GBL. In order to solve the above problems, the study constructs a technology enhanced GBL model, from the four parts of learning objective, learning process, learning evaluation, and smart classroom. In addition, this study adopted the Delphi method, inviting a total of 29 scholars, experts, teachers and school managers to explore how to implement GBL in smart classrooms. Finally, the technology enhanced GBL model was validated and the utilization approaches were provided at the conclusion part.

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Section: Related Workmentioning

confidence: 99%

How to Implement Game-Based Learning in a Smart Classroom? A Model Based on a Systematic Literature Review and Delphi Method

Liu-xia

Tlili

et al. 2021

Front. Psychol.

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“…In the last 10 years, the idea of enjoyment in play has received much attention from scholars (Ab Jalil et al, 2020). San Frutos and Esteban (2022) argued that one of the key features of play relates directly to enjoyment.…”

Section: Theory and Hypothesis Developmentmentioning

confidence: 99%

Key factors influencing knowledge acquisition through game‐based learning

Calza‐Perez,

Perez‐Ruiz,

Enri‐Peiró

et al. 2024

Psychology and Marketing

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This research enriches the current understanding of digital marketing knowledge acquisition through game‐based learning (GBL). The study is based on a sample of 476 participants who provided data before and after playing The Ecommerce Game(™). In this serious game, players must optimize the conversion rate of an e‐commerce venture. Data on key variables measuring players' digital marketing knowledge were collected. Before playing the game, participants reported on their perceived ease of use, perceived usefulness, and attitude. After the game, participants' knowledge, motivation, enjoyment, and concentration were measured. The purpose of this study was to determine the positive impact of GBL on the professional development of participants. Participants reported that the skills acquired in GBL improved their professional performance. Thus, the results suggest that acceptance of a game can be an effective tool for players to acquire knowledge of digital marketing and e‐commerce. The motivation from gameplay was significant in aiding participants' learning experiences. Encouragingly, participants expressed a willingness to replay the game, emphasizing the enjoyableness of the learning process.

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“…Secondly, they lead to increased learning outcomes by improving knowledge acquisition [109], understanding and retention [18,112], critical thinking [90,106], perception [72], and creativeness [11]. Thirdly, increased motivation [70], enjoyment [55], satisfaction [17], involvement [29], and flow [67] are among the motivational outcomes of serious games.…”

Section: Serious Gamesmentioning

confidence: 99%

“…Serious games are also utilized for motivational outcomes. Satisfaction [17], positive attitudes towards the game [109], enjoyment [55,70], immersion [29], and flow [67] are among the motivational outcomes supported by serious games. Some of the identified design approaches aim to promote the motivational outcomes of serious games.…”

Section: Design Approaches For Motivational Outcomesmentioning

confidence: 99%

Serious games in future skills development: A systematic review of the design approaches

Gurbuz

Celik

2022

Comp Applic In Engineering

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Serious games offer a magnificent potential for developing future skills along with the 21st-century learning ecosystem. A close nexus between the design and effectiveness of serious games is still argued. In this regard, the current study provides a systematic literature review on serious game design approaches with a special focus on future skill development. A systematic review protocol, including planning, conducting, and reporting stages, is followed to comprehensively interpret the existing studies. Applying quality controls, 32 serious game studies which include a practical serious game design approach are selected. For providing a more systematic analysis, these approaches are then categorized based on the intended outcome of the serious game that the approach aims to facilitate. It is found that 8 (25%) of these design approaches support at least one future skills, among which problemsolving as well as collaboration and teamwork are the most commonly supported ones. It is also discovered that clear goals and interactivity, used in 6 (75%) and 5 (63%) of the 8 design approaches respectively, are the most commonly implemented game design elements. Considering the significant literature gap on the implementation of serious games for future skills development, this study consequently provides valuable insights for the game designers, software developers, educational technology researchers, and engineering educators in various domains.

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Systematic Review of Enjoyment Element in Health-Related Game-Based Learning

Cited by 10 publications

References 51 publications

How to Implement Game-Based Learning in a Smart Classroom? A Model Based on a Systematic Literature Review and Delphi Method

How to Implement Game-Based Learning in a Smart Classroom? A Model Based on a Systematic Literature Review and Delphi Method

Key factors influencing knowledge acquisition through game‐based learning

Serious games in future skills development: A systematic review of the design approaches

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