Game-based Learning and 21st century skills: A review of recent research |
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| Affiliation: | 1. School of Media, Culture and Society, University of the West of Scotland, High St, Paisley PA1 2BE, Scotland, United Kingdom;2. School of Engineering and Computing, University of the West of Scotland, High St, Paisley PA1 2BE, Scotland, United Kingdom;3. Istituto Tecnologie Didattiche (ITD), Consiglio Nazionale delle Ricerche (CNR), Via De Marini, 6-16149 Genova, Italy;4. Herriot Watt University, Institute of Mechanical, Process and Energy Engineering, Riccarton, Edinburgh, EH14 4AS, Scotland, United Kingdom;5. Department of Psychology, University of Graz, Graz, Austria;6. INESC-ID, Lisboa, Portugal;1. Graduate Institute of Digital Learning and Education, National Taiwan University of Science and Technology, 43, Sec.4, Keelung Rd., Taipei, 106, Taiwan;2. Graduate Institute of Applied Science and Technology, National Taiwan University of Science and Technology, 43, Sec.4, Keelung Rd., Taipei, 106, Taiwan;1. Department of Industrial Education and Technology, National Changhua University of Education, No. 1, Jin-De Road, Changhua, Taiwan;2. Program of Organizational Learning and Instructional Technology, University of New Mexico, MSC 05 3020, 1 University of New Mexico, Albuquerque, NM 87131-0001, United States;1. Department of Communication Sciences, iMinds-MICT-Ghent University, Belgium;2. Department of Data Analysis, Ghent University, Belgium;1. Research Institute of Child Development and Education, University of Amsterdam, Postbus 15780, 1001 NG Amsterdam, The Netherlands;2. Leiden University Graduate School of Teaching, Leiden University, Wassenaarseweg 62A, 2333 AL Leiden, The Netherlands |
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| Abstract: | Game-based learning and 21st century skills have been gaining an enormous amount of attention from researchers and practitioners. Given numerous studies support the positive effects of games on learning, a growing number of researchers are committed to developing educational games to promote students’ 21st century skill development in schools. However, little is known regarding how games may influence student acquisition of 21st century skills. This paper examines the most recent literature in regard to game-based learning and identified 29 studies which targeted 21st century skills as outcomes. The range of game genres and game design elements as well as learning theories used in these studies are discussed, together with the range of indicators, measures and outcomes for impacts on 21st century skills. The findings suggest that a game-based learning approach might be effective in facilitating students’ 21st century skill development. The paper also provides valuable insights for researchers, game designers, and educators in issues related to educational game design and implementation in general. |
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| Keywords: | Game-based learning 21st century skills Learning theory Game design Effect size |
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