Factors affecting the implementation of digital game-based learning in high school science education: a systematic review (2014–2024)

In recent years, digital game-based learning (DGBL) has gained significant traction, particularly in high school science education. This systematic review evaluated the key factors influencing its implementation. Following a rigorous selection process using the PRISMA method, 25 empirical studies published between 2014 and 2024 were reviewed and analysed using thematic synthesis and descriptive cross-study comparison. Six influencing factors were identified: game features, instructional strategies, teacher beliefs, gender, treatment duration, and learning setting. The findings reveal that well-designed game elements, such as scaffolds, guided feedback, and interactive challenges, can promote engagement and conceptual understanding when supported by appropriate instructional strategies like inquiry and collaboration. While some studies found gender to influence performance, others reported no significant effect. Most interventions were conducted in-class, though out-of-class settings showed potential for contextualised learning. This study highlights the importance of aligning pedagogical design with learner characteristics and instructional contexts to optimise the effectiveness of DGBL in secondary science classrooms.