A Systematic Review of Teachers' Perceptions of DGBL (Digital Game-Based Learning) in K-12 Social Studies (Poster 30)

• In Event: AERA Poster Session Sunday 11:40 a.m.
  In Poster Session: Learning Environments and Pedagogical Strategies

Abstract

This systematic literature review examines K-12 social studies educators' perspectives on digital game-based learning from 2015 to 2024, focusing on its effects on student engagement, motivation, and learning outcomes. Using Braun and Clarke’s (2006) reflexive thematic analysis, data from 10 studies were synthesized. Four main themes emerged regarding engagement and motivation, and three related to learning outcomes. Findings reveal that while teachers recognize the potential benefits of DGBL, they prioritize meeting learning objectives over adopting new instructional strategies due to teaching demands and the limited availability of suitable digital games. Barriers such as time constraints and resource limitations impede broader DGBL implementation. Addressing these challenges requires collaboration among educators, administrators, and policymakers to leverage DGBL in K-12 social studies education fully.

Authors

• Danielle R. Brown, Florida Atlantic University

• Jillian Powers, Florida Atlantic University