Impacts of Game-Based Learning (GBL) in Science Education: An Evidence Synthesis

Digital game-playing has become a part of human lives, given the swift rate of technological advancement. Several research studies have examined the possibilities and potential of incorporating games into educational settings through game-based learning (GBL). Particularly, science education has attracted the attention of game-based scholars because of the need for scientific practices and personnel for global development. However, there is a need to synthesize the literature to identify trends in game-based science learning, provide insights into current teaching practices, and initiate future transformation in society. This article provides a rapid review of relevant studies between 2013 and 2023 to identify commonly addressed science learning outcomes and establish research trends in terms of design and educational level. Using a standard methodology (Garritty et al., 2021), articles were included from Education Source, Academic Search Complete, and ERIC databases. Findings indicate that games have great potential in promoting effective science education. Most of the reviewed studies focused on scientific knowledge acquisition, suggesting a need to conduct more research on advanced scientific competencies, especially argumentation and scientific creativity competencies. Only one study focused on scientific attitudes and emotional outcomes, suggesting this as a potential area for further research. The review reported a prevalence of quasi-experimental studies with secondary level studies. Researchers are encouraged to conduct more qualitative studies to reveal the pattern of game interaction and mechanics that account for the reported learning gains and investigate these impacts with other educational levels.