Learning with serious games in economics education a systematic review of the effectiveness of game-based learning in upper secondary and higher education

Platz, L (通讯作者),Univ Konstanz, Dept Econ, Box 123, D-78464 Constance, Germany.
2022
Digital game-based learning (GBL) is attracting attention in economics education, as this type of learning allows abstract content to be simulated through play. However, a systematic review of its effects is still lacking. This paper synthesizes the empirical evidence by addressing the following two questions: (1) What are the effects of GBL in economics education compared to those of other media? (2) Which features of GBL are important for learning? Intervention studies (k = 20, 20112021) that focus on upper secondary and higher education are analyzed. The findings identify advantages of GBL concerning subject knowledge. However, the findings related to fostering motivation are inconsistent. Moreover, students' performance expectations are found to promote learning engagement. Thus, GBL is suitable if the target group can recognize the content-related benefit, and if the content is designed to be challenging.
INTERNATIONAL JOURNAL OF EDUCATIONAL RESEARCH
卷号:115
ISSN:0883-0355|收录类别:SSCI
语种
英语
来源机构
University of Konstanz
被引频次(WOS)
1
被引频次(其他)
1
180天使用计数
9
2013以来使用计数
12
EISSN
1873-538X
出版年
2022
DOI
10.1016/j.ijer.2022.102031
WOS学科分类
Education & Educational Research
学科领域
循证教育学
关键词
Game-based learning Serious games Instructional design Economics education