Student Engagement in Game-Based Learning: A Literature Review From 2008 to 2018

• In Event: 66.087 - MTCC Roundtable Session 30
  In Roundtable Session: 66.087-9 - Designing for Deep Learning

Abstract

Game-based learning is getting popular in both K-12 schools and colleges. Research is needed to understand how engagement can influence learning and what specific factors of game-based learning that affect learners. In this study, we reviewed a total of 20 empirical studies from refereed journals that examined student engagement in game-based learning from 2008 to March 2018. The findings have shown these factors have different effects on engagement in game-based learning: gender, relatedness, social interaction, enjoyment, fantasy, interest, self-efficacy, frequency, competence/skill, presence, technical problems, challenge, task characteristics, rewards, autonomy and control. Nine out of 20 studies reviewed found a positive relationship between engagement and learning while four studies had mixed findings between engagement and learning outcome.

Authors

• Liuyi Shu, PricewaterhouseCoopers

• Min Liu, The University of Texas at Austin