A Systematic Review of Examples and the Effectiveness of Game-Based Learning Used To Teach History in K-12 Education

Abstract

This systematic review is intended to assess the examples and effectiveness of game-based learning (GBL) in teaching history in K-12 education. The review also aims to identify gaps in the current GBL literature and provide future research and development guidelines to improve learning outcomes when incorporating GBL in teaching history. This systematic literature search was conducted using Scopus, focusing on studies that utilized games to address historical teaching in K-12 education. The PRISMA methodology procedure was followed. A total of 688 studies were initially identified, and after the first screening, 360 studies remained. Twelve studies fulfilled the inclusion criteria. The systematic review concludes that games used to teach history in K-12 education vary considerably in content, users, contexts, teacher approaches, and technology. Most of the included studies reveal positive motivational factors when GBL is used. However, only very few studies can provide significant results on the learning outcomes. Most evaluations are based on self-reporting, primarily questionnaires and knowledge tests. Specific learning objectives are rarely included in the games. Future studies could include more participants and other methods to measure the learning effectiveness of GBL.