A Systematic Review of Using a Game Design Approach to Promote Student Learning

• Main Authors: TSAI, YI-CHIN, 蔡宜芩
• Other Authors: HUNG, HSIU-TING
• Format: Others
• Language: en_US
• Published: 2019
• Online Access: http://ndltd.ncl.edu.tw/handle/7v985w

碩士 === 國立高雄科技大學 === 應用英語系 === 107 === The purposes of the current review were threefold: to identify research trends related to the implementation of a game design approach, to explore the effects of such an approach on student learning performance, and to understand students’ perceived challenges while learning with such an approach. In terms of the methodology, three literature search strategies (i.e., via databases, key journals, and snowballing references) were adopted to identify relevant studies with a focus on student game design for learning. Then, a set of inclusion and exclusion criteria were applied to select eligible studies. As a result, 23 sampled studies published during 2008-2018 were systematically analyzed in this work. The findings could be summarized as follows: 1) Neverwinter Nights and/or its plug-in was the most common type of game design tool adopted in the sampled studies; 2) most researchers assigned students to design their games individually; 3) digital games were most frequently constructed by secondary school students; 4) the intermediate level of literacy learning represented by a variety of higher-order thinking skills, such as problem solving and creative thinking, were the most frequently examined type of student learning outcomes; 5) technological challenges were the most frequently perceived challenges as the students learned by creating their own games. This review concluded with implications for educators and researchers to improve their future instructions and interventions.