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Gamified Project-Based Learning: A Systematic Review of the Research Landscape

Author

Listed:
  • Wendan Huang

    (Learning Science Lab, Department of Educational Technology, Graduate School of Education, Peking University, No. 5 Yiheyuan Road Haidian District, Beijing 100871, China)

  • Xiuhan Li

    (Hubei Research Center for Educational Informationization, Faculty of Artificial Intelligence in Education, Central China Normal University, No. 152 Luoyu Road, Wuhan 430079, China)

  • Junjie Shang

    (Learning Science Lab, Department of Educational Technology, Graduate School of Education, Peking University, No. 5 Yiheyuan Road Haidian District, Beijing 100871, China)

Abstract

The information era puts higher requirements on current students’ learning methods to develop 21st-century skills. Project-based learning (PBL) and gamified learning have been two effective learning approaches, leading to an innovative exploration of combining both to improve learning outcomes. This study presents a systematic review of the literature published on “gamified PBL” (GPBL) over the past six years, focusing on GPBL approaches, learning outcomes, technical tools and theories. The results show that the gamified approaches of project-based learning can be divided into four types: gamify structure and procedure of PBL, gamify content of PBL, integrate prefabricated educational/serious games in PBL, and make a game as the activity of PBL. Most of the studies affirmed the positive effects of GPBL in enhancing students’ learning outcomes, especially for learning experience and motivation. Adopted techniques and theories in the reviewed studies were also summarized. In conclusion, we acquired four findings based on the discussion: the characteristics of GPBL are diverse; design-based learning are an innovative and creative method used in GPBL; studies of GPBL emphasized collection and description of the whole-process data; technical issues should be paid great attention to. In addition, a number of suggestions for future research are provided in this review.

Suggested Citation

  • Wendan Huang & Xiuhan Li & Junjie Shang, 2023. "Gamified Project-Based Learning: A Systematic Review of the Research Landscape," Sustainability, MDPI, vol. 15(2), pages 1-19, January.
    • Handle: RePEc:gam:jsusta:v:15:y:2023:i:2:p:940-:d:1025181
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    References listed on IDEAS

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    1. Belkis Díaz-Lauzurica & David Moreno-Salinas, 2019. "Computational Thinking and Robotics: A Teaching Experience in Compulsory Secondary Education with Students with High Degree of Apathy and Demotivation," Sustainability, MDPI, vol. 11(18), pages 1-21, September.
    2. Katherine J. E. Hewett & Guang Zeng & Bethanie C. Pletcher, 2020. "The Acquisition of 21st-Century Skills Through Video Games: Minecraft Design Process Models and Their Web of Class Roles," Simulation & Gaming, , vol. 51(3), pages 336-364, June.
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