Learning Supports in pre-K-12 Digital Learning Games: A Systematic Review of the Literature

• In Event: Perspectives on Early Childhood and K–12 Learning

Abstract

Digital learning games have significant potential to enhance student learning by combining engaging gameplay with academic content. None of the previous reviews have specifically focused on in-game, content-related supports in pre-K12 context. This systematic review, following the PRISMA guidelines, analyzes 58 studies to examine the trends, design, delivery, and impact of these supports. Findings reveal diverse outcomes, ranging from cognitive to mixed cognitive and non-cognitive goals. Serious games were the most studied genre, followed by puzzle games. A strong link emerged between the integration level of supports and positive learning outcomes. Most studies used system-controlled delivery, followed by user-controlled and a mix of both. These findings offer guidance for designing learning games that balance engagement and learning.

Authors

• Seyedahmad Rahimi, University of Florida

• Salah Esmaeiligoujar, University of Florida

• Mahboobeh Mehrvarz, Carnegie Mellon University

• Samaneh Abdoli, Farhangian University

• Bruce McLaren, Carnegie Mellon University