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

, , The University of Texas at Austin, United States

Journal of Educational Multimedia and Hypermedia Volume 28, Number 2, ISSN 1055-8896 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

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 of the 20 studies reviewed found a positive relationship between engagement and learning while four studies had mixed findings between engagement and learning outcome. Findings are discussed and implications are presented.

Citation

Shu, L. & Liu, M. (2019). Student Engagement in Game-Based Learning: A Literature Review from 2008 to 2018. Journal of Educational Multimedia and Hypermedia, 28(2), 193-215. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved June 17, 2019 from .