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Drivers and barriers to the utilisation of gamification and game-based learning in universities A systematic review of educators' perspectives392.05 kB
Published VersionCC BY-NC-ND V4.0, Open Access
Journal article
Drivers and barriers to the utilisation of gamification and game-based learning in universities: A systematic review of educators' perspectives
British Journal of Educational Technology, Vol.54(6), pp.1748-1770
2023
Abstract
While gamification and game based learning have both been demonstrated to have a host of educational benefits for university students, many university educators do not routinely use these approaches in their teaching. Therefore, this systematic review, conducted using the PRISMA guidelines, sought to identify the primary drivers and barriers to the use of gamification and game based learning by university educators. A search of multiple databases (Web of Science, Scopus and EBSCO (Business Source Complete; ERIC; Library, Information Science & Technology Abstracts)) identified 1330 articles, with 1096 retained after duplicates were removed. Seventeen articles (11 quantitative, two mixed methods and four qualitative) were included in the systematic review. The primary drivers described by the educators that positively influenced their gamification and game based learning usage were their beliefs that it encourages student interactions and collaborative learning; provides fun and improves engagement; and can easily be used by students. Alternatively, the university educators' major barriers included a lack of time to develop gamification approaches, lack of proven benefits and classroom setting issues. Many of these and other less commonly reported drivers and barriers can be categorised as attitudinal, design related or administrative in nature. Such categorisations may assist university educators, teaching support staff and administrators in better understanding the primary factors influencing the utilisation of gamification and game based learning and develop more effective strategies to overcome these barriers to its successful implementation.
Details
- Title
- Drivers and barriers to the utilisation of gamification and game-based learning in universities: A systematic review of educators' perspectives
- Authors
- Danielle Lester (Author) - Birmingham City UniversityGregory J. Skulmoski (Author) - Bond UniversityDarren P. Fisher (Author) - Bond UniversityVishal Mehrotra (Author) - Bond UniversityIris Lim (Author) - Bond UniversityAlexander Lang (Author) - Bond UniversityJustin W. L. Keogh (Corresponding Author) - University of the Sunshine Coast, Queensland, Faculty of Science, Health, Education and Engineering
- Publication details
- British Journal of Educational Technology, Vol.54(6), pp.1748-1770
- Publisher
- Wiley-Blackwell Publishing Ltd.
- Date published
- 2023
- DOI
- 10.1111/bjet.13311
- ISSN
- 1467-8535; 0007-1013
- Copyright note
- This is an open access article under the terms of the Creative Commons Attribution-NonCommercial-NoDerivs License, which permits use and distribution in any medium, provided the original work is properly cited, the use is non-commercial and no modifications or adaptations are made. © 2023 The Authors. British Journal of Educational Technology published by John Wiley & Sons Ltd on behalf of British Educational Research Association.
- Organisation Unit
- University of the Sunshine Coast, Queensland
- Language
- English
- Record Identifier
- 99714698802621
- Output Type
- Journal article
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