A review of Applying Game-Based Learning and Learning Motivation

Abstract

This review explores the potential of Game-Based Learning (GBL) as an innovative approach to enhance motivation in the social sciences and humanities, particularly in subjects like Marxist-Leninist Philosophy. These foundational disciplines often face challenges due to their abstract and theoretical nature, which can reduce students’ engagement and performance. GBL offers a promising alternative by integrating interactive gameplay, feedback systems, immersive storytelling, and reward mechanisms that foster active participation and sustained attention. Empirical studies in higher education indicate that GBL significantly enhances emotional engagement, cognitive activation, and perseverance, particularly in theory-heavy courses. When applied to ideological or philosophical education, GBL can contextualize abstract ideas through simulation, dialogue, and narrative interaction, helping students internalize complex concepts. However, successful implementation requires pedagogical alignment with course objectives and sensitivity to the cultural and ideological context of Vietnamese education. The review concludes that GBL holds transformative potential for teaching political theory, provided it maintains academic rigor and ideological integrity. Future research should focus on experimental interventions, long-term motivation assessment, and the development of localized GBL models that integrate Vietnamese cultural values and educational goals, ensuring that innovation strengthens, rather than dilutes, the humanistic and ideological foundations of these disciplines.