Game-Based Learning in Reading Pedagogy: A Review

Abstract

This review will discuss the integration of GBL into reading pedagogy. This reflects on the importance of addressing the critical issues of reading proficiency among learners in the Philippines. Reading is a foundational skill that has been crucial to academic success and personal development; however, Filipino learners have continuously ranked low in international assessments of reading comprehension, making it an issue that requires innovative teaching methods. Traditional pedagogies have been inadequate to develop these skills, thus it becomes imperative to seek the intervention of GBL as an innovative and engaging practice. GBL employs the aspects of games to motivate and engage learners with more interactive learning, which also makes reading enjoyable and interactive. This meta-analysis synthesizes findings from a range of studies on game-based learning (GBL) in reading pedagogy. It examines the impact of GBL on reading proficiency, engagement, and motivation. By evaluating both experimental and quasi-experimental research, this study identifies the overall effectiveness of GBL strategies, moderators influencing outcomes, and gaps in the literature.