Vocabulary learning is widely recognized as critical to English-as-a-foreign-language learners’ language development. Recently, interest has grown in how digital games support vocabulary learning. However, few studies have comprehensively examined vocabulary outcomes, game mechanics, and implementation challenges in digital game-based vocabulary learning. To address the gap, this study conducted a systematic review of vocabulary acquisition in digital game environments. Using PRISMA-guided screening and eligibility criteria, the researchers selected 20 studies from 102 records. Results show that most studies focused on receptive knowledge of meaning rather than productive knowledge of use. Feedback was the most frequently used mechanic, whereas exploration was among the least frequently examined game mechanics. It was found that the implementation of digital game-based learning and gamification faces key challenges, including technological access, teacher readiness, instructional design, and learner diversity; these challenges highlight directions for future research.
Research on game-related education reports positive effects on learning and engagement. However, methodological concerns challenge the reliability and generalizability of findings. While previous reviews have documented limitations across the broader literature, its persistence in studies published in high-impact journals remains unclear. To address this gap, this review characterizes 53 Q1 studies in higher education, identifying patterns and deriving methodological, conceptual, and practical implications. A systematic search was conducted in Scopus and restricted to studies published in Scimago Q1 journals. Each article was coded using 20 methodological and outcome-related variables. Findings reveal substantial methodological variability in designs, analytical approaches, and operationalizations. This heterogeneity constrains comparability, suggesting that even within research designs, evidence must be synthesized with caution. Consequently, most findings underscore more uniform reporting practices and methodological standards. Nevertheless, within their frameworks, most studies report positive associations between game-related education strategies and learning and engagement. While suggesting opportunities for refinement, this review views these as areas for growth rather than fundamental deficiencies, noting their legitimacy within specific exploratory or causal aims.
In this study, the authors examined how delivery modality influences motivation and learning in serious games by comparing virtual reality (VR) and desktop environments. Participants engaged with parallel versions of a serious game designed to teach concepts from the United Nations Convention on the Rights of the Child treaty. Results showed higher motivation and stronger knowledge recall among participants in the VR condition, as well as a statistically significant relationship between motivation and the number of correct responses. Qualitative findings further suggested that immersive gameplay supported Advocacy, Insight, Moral Reasoning, and Empathy (AIME) among VR participants. Immersive features, such as spatial presence and embodied interaction, appear to support engagement. Given the small unequal sample and exploratory design, the findings are preliminary. The Advocacy, Insight, Moral Reasoning, and Empathy framework is offered as an exploratory conceptual framework for future validation, although the results suggest that immersive serious games may strengthen motivational engagement and meaningful learning.
This exploratory action research study examines Kahoot!-based gamified e-quizzes in adult beginner Chinese classes in Slovenia, focusing on learner engagement and perceived reading development. Data from six adult learners, including field notes, peer observation, and a group interview, were analyzed thematically and triangulated across sources. The findings suggest that Kahoot! enhanced behavioral, emotional, and cognitive engagement by increasing participation, providing immediate feedback, and encouraging repeated interaction with Chinese characters and course materials. Learners also reported time pressure, performance anxiety, and occasional surface-level processing during gameplay. No evidence of measurable improvement in reading competence was found. Instead, the study identifies a process-oriented relationship in which gamification supports engagement and interaction, contributing to learners’ perceived familiarity with reading content. Kahoot! is therefore most useful as a supplementary tool within a balanced approach combining digital and traditional practices.
This qualitative case study explored the integration of mind and intelligence games into classroom practice and their association with various classroom management processes in a rural fourth-grade classroom of 15 students over a seven-month period. The games were implemented both during and outside instructional time and sometimes incorporated as learning materials. Data collected from interviews with the classroom teacher, subject teachers, and the vice principal, as well as participant observations, were analyzed using open coding and descriptive analysis. Findings provide rich insights into how these games influenced student behaviors, time management, communication, group dynamics, instructional materials use, motivation, and the overall learning environment. While limited to a single classroom context, the study offers valuable implications for educators aiming to support classroom management through educational games.
New Zealand is a country with several active volcanoes that are close to populated areas. Therefore, they pose a risk to local communities, including children. Through educational games, children can learn about volcanoes in a safe and engaging way. This study aimed to discover how a physical game can be used by teachers and children within formal educational settings in New Zealand. This study reports on co-design methods used to develop the collaborative game 5-Minute Volcano, along with learning materials designed with and for teachers, into a resource that aligns children's learning needs with teacher expectations. Data collection included observations of gameplay, teacher interviews, and child-friendly questionnaires to discover how teachers and students can use serious games to foster learning about natural phenomena, such as volcanoes, in their classrooms. Data was processed through a thematic analysis, where six main themes were identified, based around collaboration, communication, curriculum competencies, need for guidance, localized context, and the role of the teacher.
New Zealand is a country with several active volcanoes that are close to populated areas. Therefore, they pose a risk to local communities, including children. Through educational games, children can learn about volcanoes in a safe and engaging way. This study aimed to discover how a physical game can be used by teachers and children within formal educational settings in New Zealand. This study reports on co-design methods used to develop the collaborative game 5-Minute Volcano, along with learning materials designed with and for teachers, into a resource that aligns children’s learning needs with teacher expectations. Data collection included observations of gameplay, teacher interviews, and child-friendly questionnaires to discover how teachers and students can use serious games to foster learning about natural phenomena, such as volcanoes, in their classrooms. Data was processed through a thematic analysis, where six main themes were identified, based around collaboration, communication, curriculum competencies, need for guidance, localized context, and the role of the teacher.
Videogames have long been a tool to increase students’ interest in different domains. However, its efficiency heavily depends on the players’ profile. This paper considers the relationship between two variables: the players’ gender and their gaming habits. Specifically, it addresses the question of whether the observed influence of gender on the efficacy of videogames is merely a reflection of the different gaming habits between players of different genders. To this end, the authors carried out an experiment with 198 students between the ages of 9 and 11. The experiment relied on the videogame, Bailando un tesoro [Dancing a Treasure], which aims to increase students’ interest in dance. The results show that those accustomed to playing videogames more frequently show an increase in their interest in dance after playing the game. The connection revealed between gender and gaming habits in this study suggests that videogames could be an effective tool to reduce the existing gender gap in terms of interest in dance.
The article is devoted to the development and psychometric validation of a new language intelligence assessment tool implemented in a gamified interactive format. The novelty of the approach lies in the fact that language is considered not as a static set of knowledge, but as a strategy for finding meaning. At the same time, the assessment is based on the analysis of participants' game activity using behavioural metrics. The experimental validation of the tool was conducted on a sample of 81 people and included multi-session diagnostics. As external validity criteria, the authors used the language intuition questionnaire developed by the AZSP laboratory and Siewert's linguistic intelligence questionnaire, the remote associates test (RAT), and Renzulli scales. Scales reflecting accuracy, flexibility, economy, and stability of semantic navigation are highlighted. The validity of the developed model is concluded and the prospects of its application in educational, human resources (HR), and research practice are outlined.
While game-based learning is a growing field, city games remain an underresearched area. This study examined a custom-designed city game and the learning outcomes, motivation, and engagement of 49 visiting American university students in the city of Stockholm, Sweden. The game's design was grounded in game-based learning, self-determination theory, and situated cognition, featuring four puzzles designed to activate specific learning mechanisms: a logic puzzle (deductive reasoning), a wordplay puzzle (associative learning), a task-based puzzle (scaffolding), and a rebus puzzle (insight learning). Participants completed a post-survey assessing knowledge retention, motivation, and engagement. Results revealed a positive relationship between motivation and learning outcomes, while the measurement of engagement did not show any relationship with learning. These findings suggest that while city games show potential as educational tools, their effectiveness hinges on designs that successfully foster motivation, as mere engagement with the game environment is not sufficient to ensure learning.
AI literacy has become crucial for preparing students navigating an AI-mediated world. This requires integrating technical principles with ethical reasoning, yet such comprehensive instructional approaches risk imposing excessive cognitive demands. Pre-training offers a theoretically grounded solution to manage cognitive demands by establishing foundational knowledge before instruction. However, the effects of pre-training in AI literacy education have received limited attention. This quasi-experimental study is on whether video-based pre-training of AI fundamentals enhances the effectiveness of game-based AI ethics instruction compared to game-based learning alone. One hundred fifty-six 7th- and 8th-grade students participated in the study. Results suggested that pre-training AI fundamentals was associated with higher AI ethics capability compared to game-based learning alone (eta 2 = .028), though classroom-level clustering created statistical uncertainty. No significant difference was observed for expectancy-value beliefs.
This study aims to develop a tool to measure game interest and its connections with cognitive abilities related to gaming, such as sensory stimulation and emotions. The findings from 401 college students with prior gaming experience indicate that game interest influences cognitive abilities indirectly through two mediating mechanisms: sensory stimulation and game emotion. Backward analysis revealed two distinct modes of sensory stimulation—sensory entertainment gaming mode (SEGM) and sensory immersive gaming mode (SIGM)—each showing different effects on emotional engagement and cognitive outcomes. These results clarify how sensory stimulation and emotion function as sequential mediators linking game interest and cognitive abilities, contributing to a more nuanced understanding of digital game-based learning (DGBL). Moreover, these findings provide theoretical implications for the design of next-generation XR learning environments, emphasising the importance of balancing sensory richness and emotional regulation to optimise cognitive engagement.
The promise of game-based learning relies on the assumption that games provide more engaging learning experiences than conventional instructional methods. The effects of playing a mobile health literacy game were compared with reading digital text material on situational interest, epistemic emotions, and satisfaction. A total of 251 Finnish high- and middle-school students were assigned one of two conditions: the mobile game or digital text condition. The mobile game condition played the Antidote COVID-19 game, while the digital text condition read the same health-related content. Situational interest increased significantly more in the mobile game condition than in the digital text condition. The game also induced more surprise, enjoyment, and confusion, and less boredom than the text material. Lastly, the mobile game condition showed higher satisfaction with the learning material. These findings suggest that game-based learning is more interesting and emotionally engaging than reading digital text, evoking stronger interest and epistemic emotions relevant to learning.
The article is devoted to the development and psychometric validation of a new language intelligence assessment tool implemented in a gamified interactive format. The novelty of the approach lies in the fact that language is considered not as a static set of knowledge, but as a strategy for finding meaning. At the same time, the assessment is based on the analysis of participants' game activity using behavioural metrics. The experimental validation of the tool was conducted on a sample of 81 people and included multi-session diagnostics. As external validity criteria, the authors used the language intuition questionnaire developed by the AZSP laboratory and Siewert's linguistic intelligence questionnaire, the remote associates test (RAT), and Renzulli scales. Scales reflecting accuracy, flexibility, economy, and stability of semantic navigation are highlighted. The validity of the developed model is concluded and the prospects of its application in educational, human resources (HR), and research practice are outlined.
AI literacy has become crucial for preparing students navigating an AI-mediated world. This requires integrating technical principles with ethical reasoning, yet such comprehensive instructional approaches risk imposing excessive cognitive demands. Pre-training offers a theoretically grounded solution to manage cognitive demands by establishing foundational knowledge before instruction. However, the effects of pre-training in AI literacy education have received limited attention. This quasi-experimental study is on whether video-based pre-training of AI fundamentals enhances the effectiveness of game-based AI ethics instruction compared to game-based learning alone. One hundred fifty-six 7th- and 8th-grade students participated in the study. Results suggested that pre-training AI fundamentals was associated with higher AI ethics capability compared to game-based learning alone (η2ₚ = .028), though classroom-level clustering created statistical uncertainty. No significant difference was observed for expectancy-value beliefs.
Leveraging gamification's potential in transforming the learning experience, this paper focuses on the application of technology in education to boost student learning and improve the education sector. A case study is presented where learning outcomes in two different environments are compared: traditional and gamified learning. The case study illustrates the use of principled integration of gamification and advanced machine learning techniques that provide instructors with the possibilities of designing individual learning pathways and improving the overall educational experience. In the gamified setting, a game is designed, allowing many probability concepts to be explained. To foster student engagement and interaction, structured points, levels, and rewards, are considered as informative data for the assessment of behavioral and performance rates. A statistical comparative study was conducted to assess the differences in outcomes between the two adopted methodologies. Findings highlight that gamification and the use of technology have positive effects on student participation and interaction.
Educational games enhance science learning by offering interactive experiences beyond traditional classroom methods. While digital games are widely studied, non-digital games remain underexplored, with limited guidance on their educational value. This study examines the pedagogical potential of non-digital games in astronomy education. Using purposive sampling, science teachers and secondary students participated in the research. Results show that non-digital games foster dynamic, engaging learning environments and support understanding of physics and astronomy concepts. Seven key game features were identified as especially effective. Additionally, factors such as prior knowledge, gaming experience, and age influenced learning outcomes. The study offers practical recommendations for incorporating non-digital games into science curricula, highlighting their accessibility and relevance. Thus, this research contributes valuable insights to the field of game-based learning and supports the broader use of low-tech educational tools in formal science education settings.
This study examines whether game-based learning can be used as a promising strategy for fostering students' engagement and motivation. Researchers investigate students' perceptions of the effectiveness of three educational games designed to teach cybersecurity in primary schools: an escape room-style game, a treasure hunt game, and a quiz competition. Although all games cover the same cybersecurity content, they differ in interactivity and mobility. The research explores students' experiences in terms of ease of use, educational value, entertainment, and influence on future learning. Results show positive responses across all games, with no significant gender differences. The escape room game was considered the most challenging yet most favored, suggesting students appreciate immersive and stimulating experiences. Findings support the potential of game-based approaches to enhance student engagement in not only cybersecurity education but across other subjects as well.
In cultural relic restoration learning, developing both knowledge proficiency and self-efficacy is essential for academic success and professional competency. However, conventional learning methods often lack interactive elements that support cognitive engagement and skill acquisition. To address this limitation, this study introduced a Sound-Tracking Artificial Intelligence Role-Playing Game-Based Learning (ST-AI RPG) system, which integrated AI-driven sound-tracking technology to enhance learning outcomes. Using a quasi-experimental research design, this study examined the effect of the ST-AI RPG system on students' knowledge achievement and self-efficacy. A total of sixty undergraduate students participated, divided into an experimental group that engaged with the ST-AI RPG system and a control group that followed a traditional RPG system. The results indicated that the ST-AI RPG system significantly improved students' knowledge achievement and self-efficacy, demonstrating its effect in fostering experiential learning and confidence in restoration skills.
Understanding video game literacy in educational contexts requires valid and context-sensitive assessment tools, especially for Spanish-speaking populations. This study presents the design and content validation of four instruments (two questionnaires and two discussion group protocols) developed to explore descriptive data, perceptions, knowledge, and meaning-making processes related to video games and their perceived educational potential. Grounded in James Paul Gee’s theoretical framework on video game literacy, the instruments underwent a two-phase validation process including expert review and pilot testing with a multidisciplinary research team. Results demonstrate strong content validity and usability. The instruments are openly available for use and adaptation in future research, and they can be accessed at the end of the results section. This work contributes to the integration of game studies and education by providing empirically validated tools to explore video game literacy.
