A PRISMA Literature Review of the Impact of Using and Designing Educational Videogames on Learning Engagement

Detalhes bibliográficos
Autor(a) principal: Silva, Cláudia Eugénia
Data de Publicação: 2023
Outros Autores: Miguéis, Marlene da Rocha
Tipo de documento: Artigo
Idioma: por
Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
Texto Completo: https://doi.org/10.34624/id.v15i3.31412
Resumo: Recently, we have been witnessing a growing concern regarding the affective dimension of learning, recognising the potential of a teaching approach open to technological innovation, capable of promoting student engagement. The present study, guided by the “Preferred Reporting Items for Systematic Reviews and Meta-Analyses” (PRISMA), constitutes a systematic review of this topic, aiming to determine how the use and design of educational video games can contribute to engaging and meaningful learning. Our main goals are to describe the most popular video game-centred practices in research and education and identify aspects of video games that promote engagement. The themes studied are targeted at teenage students and are covered in 17 articles, whose selection followed the criteria: (i) publication date between 2020 and 2023; (ii) relevant to the field of education; (iii) inclusion of an empirical dimension; (iv) association between video game-centred practices and engagement or constructs alike, and finally, (v) study targeted at cycles corresponding to the 3rd Cycle of Basic Education and Secondary Education. The research highlights that educational video games enhance engagement due to their interactive nature and development of literacy skills, thus their design should be multidisciplinary, rigorous, and aligned with learning goals. However, we have found that there is a limited number of studies on video games in Portugal and on video game design by students in general. The need for further problematisation of themes related to immersion in learning and serious games is equally evident.  
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spelling A PRISMA Literature Review of the Impact of Using and Designing Educational Videogames on Learning EngagementRevisión sistemática sobre el impacto del uso y diseño de videojuegos en la participación de los estudiantes en el aprendizajeUne Revue de la Littérature PRISMA de l’Impact de l’Utilisation et de la Conception de Jeux Vidéo Éducatifs sur l’Engagement des Élèves dans l’ApprentissageRevisione sistematica sull'impatto dell'uso e della progettazione dei videogiochi sul coinvolgimento degli studenti nell'apprendimentoRevisão da Literatura PRISMA sobre o Impacto do Uso e Design de Videojogos Educativos no Envolvimento do Aluno na AprendizagemRecently, we have been witnessing a growing concern regarding the affective dimension of learning, recognising the potential of a teaching approach open to technological innovation, capable of promoting student engagement. The present study, guided by the “Preferred Reporting Items for Systematic Reviews and Meta-Analyses” (PRISMA), constitutes a systematic review of this topic, aiming to determine how the use and design of educational video games can contribute to engaging and meaningful learning. Our main goals are to describe the most popular video game-centred practices in research and education and identify aspects of video games that promote engagement. The themes studied are targeted at teenage students and are covered in 17 articles, whose selection followed the criteria: (i) publication date between 2020 and 2023; (ii) relevant to the field of education; (iii) inclusion of an empirical dimension; (iv) association between video game-centred practices and engagement or constructs alike, and finally, (v) study targeted at cycles corresponding to the 3rd Cycle of Basic Education and Secondary Education. The research highlights that educational video games enhance engagement due to their interactive nature and development of literacy skills, thus their design should be multidisciplinary, rigorous, and aligned with learning goals. However, we have found that there is a limited number of studies on video games in Portugal and on video game design by students in general. The need for further problematisation of themes related to immersion in learning and serious games is equally evident.  Récemment, nous avons assisté à une préoccupation croissante concernant la dimension affective de l’apprentissage, reconnaissant les potentialités d’un enseignement réceptif à l’innovation technologique, capable de favoriser l’engagement de l’élève. La présente étude, qui respecte les « Recommandations pour rapporter les revues systématiques et les méta-analyses » (PRISMA), constitue une revue systématique de ce sujet, visant à étudier comment l’utilisation et la conception de jeux vidéo éducatifs peuvent contribuer à un apprentissage engageant et significatif. Nos principaux objectifs sont de décrire les pratiques récentes centrées sur les jeux vidéo et d’identifier les aspects qui favorisent l’engagement. Les thèmes étudiés s’appliquent aux élèves adolescents et sont présents dans 17 articles, sélectionnés selon les critères suivants : (i) date de publication entre 2020 et 2023 ; ii) domaine lié à l’éducation ; iii) inclusion d’une dimension empirique ; (iv) association de pratiques centrées sur les jeux vidéo à l’engagement ou aux concepts sous-jacents, et, finalement, (v) étude applicable au 3e cycle de l’enseignement basique et/ou secondaire portugais (équivalent au Collège et au Lycée de la scolarité française). La recherche souligne que les jeux vidéo éducatifs favorisent l’engagement grâce à leur caractère interactif et à leur promotion de compétences en littératie. C’est pourquoi leur conception doit être multidisciplinaire, rigoureuse et adaptée aux objectifs d’apprentissage des élèves. Cependant, le nombre d’études sur les jeux vidéo au Portugal et sur la conception de jeux vidéo par les élèves est limité. Il est également important de renforcer les efforts de problématisation des thèmes de l’immersion dans l’apprentissage et des jeux vidéo sérieux.Recentemente, temos assistido a uma crescente preocupação com a dimensão afetiva da aprendizagem, reconhecendo as potencialidades de um ensino recetivo à inovação tecnológica, capaz de promover o envolvimento do aluno. O presente estudo, norteado pelos “Principais itens para relatar Revisões sistemáticas e Meta-análise” (PRISMA), constitui uma revisão sistemática desta temática, propondo-se a apurar como o uso e design de videojogos educativos podem contribuir para uma aprendizagem envolvente e significativa. Pretendemos, como principais objetivos, descrever as práticas centradas em videojogos mais recorrentes na investigação e no ensino, identificando aspetos dos videojogos favoráveis ao envolvimento. Os temas estudados aplicam-se a alunos adolescentes e constam em 17 artigos, selecionados com base nos critérios: (i) data de publicação situada entre 2020 e 2023; (ii) área enquadrável na educação; (iii) inclusão de uma dimensão empírica; (iv) associação de práticas centradas em videojogos ao envolvimento ou aos construtos que lhe subjazem e, em último, (v) estudo dirigido a ciclos correspondentes ao 3.º ciclo do Básico e ao Secundário. A investigação ressalta que os videojogos educativos potenciam o envolvimento, dado o seu carácter interativo e favorecedor de literacias, pelo que o seu design deve ser multidisciplinar, rigoroso e adequado aos objetivos de aprendizagem. Assinalámos, porém, um número reduzido de estudos sobre videojogos em Portugal e sobre o design de videojogos por alunos em geral. A necessidade de mais esforços de problematização dos temas da imersão na aprendizagem e dos videojogos sérios é igualmente evidente.Centro de Investigação Didática e Tecnologia na Formação de Formadores (CIDTFF) / Universidade de Aveiro2023-07-31info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttps://doi.org/10.34624/id.v15i3.31412https://doi.org/10.34624/id.v15i3.31412Indagatio Didactica; Vol 15 No 3 (2023); 89-108Indagatio Didactica; Vol. 15 Núm. 3 (2023); 89-108Indagatio Didactica; Vol. 15 No 3 (2023); 89-108Indagatio Didactica; vol. 15 n.º 3 (2023); 89-1081647-3582reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAPporhttps://proa.ua.pt/index.php/id/article/view/31412https://proa.ua.pt/index.php/id/article/view/31412/22747Direitos de Autor (c) 2023 Cláudia Eugénia Silva, Marlene da Rocha Miguéishttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessSilva, Cláudia EugéniaMiguéis, Marlene da Rocha2023-09-22T10:19:28Zoai:proa.ua.pt:article/31412Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T20:30:33.340256Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse
dc.title.none.fl_str_mv A PRISMA Literature Review of the Impact of Using and Designing Educational Videogames on Learning Engagement
Revisión sistemática sobre el impacto del uso y diseño de videojuegos en la participación de los estudiantes en el aprendizaje
Une Revue de la Littérature PRISMA de l’Impact de l’Utilisation et de la Conception de Jeux Vidéo Éducatifs sur l’Engagement des Élèves dans l’Apprentissage
Revisione sistematica sull'impatto dell'uso e della progettazione dei videogiochi sul coinvolgimento degli studenti nell'apprendimento
Revisão da Literatura PRISMA sobre o Impacto do Uso e Design de Videojogos Educativos no Envolvimento do Aluno na Aprendizagem
title A PRISMA Literature Review of the Impact of Using and Designing Educational Videogames on Learning Engagement
spellingShingle A PRISMA Literature Review of the Impact of Using and Designing Educational Videogames on Learning Engagement
Silva, Cláudia Eugénia
title_short A PRISMA Literature Review of the Impact of Using and Designing Educational Videogames on Learning Engagement
title_full A PRISMA Literature Review of the Impact of Using and Designing Educational Videogames on Learning Engagement
title_fullStr A PRISMA Literature Review of the Impact of Using and Designing Educational Videogames on Learning Engagement
title_full_unstemmed A PRISMA Literature Review of the Impact of Using and Designing Educational Videogames on Learning Engagement
title_sort A PRISMA Literature Review of the Impact of Using and Designing Educational Videogames on Learning Engagement
author Silva, Cláudia Eugénia
author_facet Silva, Cláudia Eugénia
Miguéis, Marlene da Rocha
author_role author
author2 Miguéis, Marlene da Rocha
author2_role author
dc.contributor.author.fl_str_mv Silva, Cláudia Eugénia
Miguéis, Marlene da Rocha
description Recently, we have been witnessing a growing concern regarding the affective dimension of learning, recognising the potential of a teaching approach open to technological innovation, capable of promoting student engagement. The present study, guided by the “Preferred Reporting Items for Systematic Reviews and Meta-Analyses” (PRISMA), constitutes a systematic review of this topic, aiming to determine how the use and design of educational video games can contribute to engaging and meaningful learning. Our main goals are to describe the most popular video game-centred practices in research and education and identify aspects of video games that promote engagement. The themes studied are targeted at teenage students and are covered in 17 articles, whose selection followed the criteria: (i) publication date between 2020 and 2023; (ii) relevant to the field of education; (iii) inclusion of an empirical dimension; (iv) association between video game-centred practices and engagement or constructs alike, and finally, (v) study targeted at cycles corresponding to the 3rd Cycle of Basic Education and Secondary Education. The research highlights that educational video games enhance engagement due to their interactive nature and development of literacy skills, thus their design should be multidisciplinary, rigorous, and aligned with learning goals. However, we have found that there is a limited number of studies on video games in Portugal and on video game design by students in general. The need for further problematisation of themes related to immersion in learning and serious games is equally evident.  
publishDate 2023
dc.date.none.fl_str_mv 2023-07-31
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
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status_str publishedVersion
dc.identifier.uri.fl_str_mv https://doi.org/10.34624/id.v15i3.31412
https://doi.org/10.34624/id.v15i3.31412
url https://doi.org/10.34624/id.v15i3.31412
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://proa.ua.pt/index.php/id/article/view/31412
https://proa.ua.pt/index.php/id/article/view/31412/22747
dc.rights.driver.fl_str_mv Direitos de Autor (c) 2023 Cláudia Eugénia Silva, Marlene da Rocha Miguéis
http://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Direitos de Autor (c) 2023 Cláudia Eugénia Silva, Marlene da Rocha Miguéis
http://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Centro de Investigação Didática e Tecnologia na Formação de Formadores (CIDTFF) / Universidade de Aveiro
publisher.none.fl_str_mv Centro de Investigação Didática e Tecnologia na Formação de Formadores (CIDTFF) / Universidade de Aveiro
dc.source.none.fl_str_mv Indagatio Didactica; Vol 15 No 3 (2023); 89-108
Indagatio Didactica; Vol. 15 Núm. 3 (2023); 89-108
Indagatio Didactica; Vol. 15 No 3 (2023); 89-108
Indagatio Didactica; vol. 15 n.º 3 (2023); 89-108
1647-3582
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repository.name.fl_str_mv Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
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