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This study conducts a comprehensive literature review to explore the potential and challenges of integrating game-based learning (GBL) into formal history education. Given the increasing interest in the educational value of games, this review systematically examines academic research published over the past fifteen years. The analysis focuses on two major themes: (1) the development and theoretical underpinnings of history-related game-based learning, and (2) the difficulties encountered when implementing GBL in formal education systems, including issues related to curriculum alignment, teacher readiness, and instructional assessment. Drawing on 118 selected high-impact publications, this review identifies both the pedagogical benefits and the structural limitations of using historical games in the classroom. The findings highlight that while game-based learning holds promise in improving students’ engagement, motivation, and understanding of historical content, its practical implementation requires careful instructional design, sufficient resources, and alignment with national educational standards. This review concludes by proposing a set of strategic recommendations to guide future integration efforts of GBL into history education. As a literature review, this study does not involve empirical data collection but rather synthesizes existing research findings to inform educational practice and future inquiry.
Lai et al. (Thu,) studied this question.