A Systematic Literature Review to Identify Empirical Evidence on the use of Games-Based Learning in Primary Education for Knowledge Acquisition and Content Understanding

Thomas Hainey, Thomas Connolly, Elizabeth Boyle, Aida Azadegan, Amanda Wilson, Aisya Razak, Grant Gray

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Abstract

Games-based learning has developed a reputation with educationalists as it is perceived as a potentially engaging form of supplementary learning that could be utilised to enhance the educational process. Games-based learning has been utilised at all levels of education including primary, secondary and tertiary education. Despite this recognition and utilisation there is still a lack of empirical evidence to support the validity of games-based learning as an approach. This paper will present the findings of a systematic literature review performed from 2000 to 2013 specifically looking at quality empirical studies associated with the application of games-based learning in Primary Education (PE) level. The results presented in this paper are a subset of a larger study categorising studies into: behavioural change, affective and motivational outcomes, perceptual and cognitive skills, knowledge acquisition and content understanding and soft skill outcomes. This paper will specifically focus on the knowledge acquisition and content understanding category where 68 studies were identified; overall however only 29 of those studies made it over the quality assurance threshold. This paper will present a synthesis of these high quality studies associated with knowledge acquisition and content understanding. The studies showed that games-based learning has been used to teach a variety of subjects to children and young people under the age of 14 with mathematics, science, language and social studies being the most popular.
Original languageEnglish
Title of host publicationPROCEEDINGS OF THE 8TH EUROPEAN CONFERENCE ON GAMES BASED LEARNING (ECGBL 2014), VOLS 1 AND 2
PublisherAcademic Conferences and Publishing Limited (ACPIL)
Pages167-175
ISBN (Print)978-1-910309-57-5
Publication statusPublished - 2014

Publication series

NameProceedings of the European Conference on Games-Based Learning
PublisherAcademic Conferences and Publishing Limited (ACPIL)
ISSN (Print)2049-0992

Keywords

  • systematic literature review
  • empirical evidence
  • knowledge acquisition
  • content understanding
  • primary education (PE)

Cite this

Hainey, T., Connolly, T., Boyle, E., Azadegan, A., Wilson, A., Razak, A., & Gray, G. (2014). A Systematic Literature Review to Identify Empirical Evidence on the use of Games-Based Learning in Primary Education for Knowledge Acquisition and Content Understanding. In PROCEEDINGS OF THE 8TH EUROPEAN CONFERENCE ON GAMES BASED LEARNING (ECGBL 2014), VOLS 1 AND 2 (pp. 167-175). (Proceedings of the European Conference on Games-Based Learning). Academic Conferences and Publishing Limited (ACPIL).
Hainey, Thomas ; Connolly, Thomas ; Boyle, Elizabeth ; Azadegan, Aida ; Wilson, Amanda ; Razak, Aisya ; Gray, Grant. / A Systematic Literature Review to Identify Empirical Evidence on the use of Games-Based Learning in Primary Education for Knowledge Acquisition and Content Understanding. PROCEEDINGS OF THE 8TH EUROPEAN CONFERENCE ON GAMES BASED LEARNING (ECGBL 2014), VOLS 1 AND 2. Academic Conferences and Publishing Limited (ACPIL), 2014. pp. 167-175 (Proceedings of the European Conference on Games-Based Learning).
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title = "A Systematic Literature Review to Identify Empirical Evidence on the use of Games-Based Learning in Primary Education for Knowledge Acquisition and Content Understanding",
abstract = "Games-based learning has developed a reputation with educationalists as it is perceived as a potentially engaging form of supplementary learning that could be utilised to enhance the educational process. Games-based learning has been utilised at all levels of education including primary, secondary and tertiary education. Despite this recognition and utilisation there is still a lack of empirical evidence to support the validity of games-based learning as an approach. This paper will present the findings of a systematic literature review performed from 2000 to 2013 specifically looking at quality empirical studies associated with the application of games-based learning in Primary Education (PE) level. The results presented in this paper are a subset of a larger study categorising studies into: behavioural change, affective and motivational outcomes, perceptual and cognitive skills, knowledge acquisition and content understanding and soft skill outcomes. This paper will specifically focus on the knowledge acquisition and content understanding category where 68 studies were identified; overall however only 29 of those studies made it over the quality assurance threshold. This paper will present a synthesis of these high quality studies associated with knowledge acquisition and content understanding. The studies showed that games-based learning has been used to teach a variety of subjects to children and young people under the age of 14 with mathematics, science, language and social studies being the most popular.",
keywords = "systematic literature review, empirical evidence, knowledge acquisition, content understanding, primary education (PE)",
author = "Thomas Hainey and Thomas Connolly and Elizabeth Boyle and Aida Azadegan and Amanda Wilson and Aisya Razak and Grant Gray",
note = "Conference: 8th European Conference on Games Based Learning (ECGBL) Location: Univ Appl Sci, Res & Training Ctr Culture & Comp Sci, Berlin, GERMANY Date: OCT 09-10, 2014",
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Hainey, T, Connolly, T, Boyle, E, Azadegan, A, Wilson, A, Razak, A & Gray, G 2014, A Systematic Literature Review to Identify Empirical Evidence on the use of Games-Based Learning in Primary Education for Knowledge Acquisition and Content Understanding. in PROCEEDINGS OF THE 8TH EUROPEAN CONFERENCE ON GAMES BASED LEARNING (ECGBL 2014), VOLS 1 AND 2. Proceedings of the European Conference on Games-Based Learning, Academic Conferences and Publishing Limited (ACPIL), pp. 167-175.

A Systematic Literature Review to Identify Empirical Evidence on the use of Games-Based Learning in Primary Education for Knowledge Acquisition and Content Understanding. / Hainey, Thomas; Connolly, Thomas; Boyle, Elizabeth; Azadegan, Aida; Wilson, Amanda; Razak, Aisya; Gray, Grant.

PROCEEDINGS OF THE 8TH EUROPEAN CONFERENCE ON GAMES BASED LEARNING (ECGBL 2014), VOLS 1 AND 2. Academic Conferences and Publishing Limited (ACPIL), 2014. p. 167-175 (Proceedings of the European Conference on Games-Based Learning).

Research output: Chapter in Book/Report/Conference proceedingConference contribution

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T1 - A Systematic Literature Review to Identify Empirical Evidence on the use of Games-Based Learning in Primary Education for Knowledge Acquisition and Content Understanding

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AU - Wilson, Amanda

AU - Razak, Aisya

AU - Gray, Grant

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N2 - Games-based learning has developed a reputation with educationalists as it is perceived as a potentially engaging form of supplementary learning that could be utilised to enhance the educational process. Games-based learning has been utilised at all levels of education including primary, secondary and tertiary education. Despite this recognition and utilisation there is still a lack of empirical evidence to support the validity of games-based learning as an approach. This paper will present the findings of a systematic literature review performed from 2000 to 2013 specifically looking at quality empirical studies associated with the application of games-based learning in Primary Education (PE) level. The results presented in this paper are a subset of a larger study categorising studies into: behavioural change, affective and motivational outcomes, perceptual and cognitive skills, knowledge acquisition and content understanding and soft skill outcomes. This paper will specifically focus on the knowledge acquisition and content understanding category where 68 studies were identified; overall however only 29 of those studies made it over the quality assurance threshold. This paper will present a synthesis of these high quality studies associated with knowledge acquisition and content understanding. The studies showed that games-based learning has been used to teach a variety of subjects to children and young people under the age of 14 with mathematics, science, language and social studies being the most popular.

AB - Games-based learning has developed a reputation with educationalists as it is perceived as a potentially engaging form of supplementary learning that could be utilised to enhance the educational process. Games-based learning has been utilised at all levels of education including primary, secondary and tertiary education. Despite this recognition and utilisation there is still a lack of empirical evidence to support the validity of games-based learning as an approach. This paper will present the findings of a systematic literature review performed from 2000 to 2013 specifically looking at quality empirical studies associated with the application of games-based learning in Primary Education (PE) level. The results presented in this paper are a subset of a larger study categorising studies into: behavioural change, affective and motivational outcomes, perceptual and cognitive skills, knowledge acquisition and content understanding and soft skill outcomes. This paper will specifically focus on the knowledge acquisition and content understanding category where 68 studies were identified; overall however only 29 of those studies made it over the quality assurance threshold. This paper will present a synthesis of these high quality studies associated with knowledge acquisition and content understanding. The studies showed that games-based learning has been used to teach a variety of subjects to children and young people under the age of 14 with mathematics, science, language and social studies being the most popular.

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KW - empirical evidence

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KW - content understanding

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M3 - Conference contribution

SN - 978-1-910309-57-5

T3 - Proceedings of the European Conference on Games-Based Learning

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EP - 175

BT - PROCEEDINGS OF THE 8TH EUROPEAN CONFERENCE ON GAMES BASED LEARNING (ECGBL 2014), VOLS 1 AND 2

PB - Academic Conferences and Publishing Limited (ACPIL)

ER -

Hainey T, Connolly T, Boyle E, Azadegan A, Wilson A, Razak A et al. A Systematic Literature Review to Identify Empirical Evidence on the use of Games-Based Learning in Primary Education for Knowledge Acquisition and Content Understanding. In PROCEEDINGS OF THE 8TH EUROPEAN CONFERENCE ON GAMES BASED LEARNING (ECGBL 2014), VOLS 1 AND 2. Academic Conferences and Publishing Limited (ACPIL). 2014. p. 167-175. (Proceedings of the European Conference on Games-Based Learning).