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Playing at the school table: Systematic literature review of board, tabletop, and other analog game-based learning approaches

The unique characteristics of games have led scientific research to increasingly focus on their potential role in learning processes. Currently, their effectiveness in fostering experiential learning and skill acquisition in several areas is already supported by the existing evidence, mainly about t...

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Autores principales: Sousa, Carla, Rye, Sara, Sousa, Micael, Torres, Pedro Juan, Perim, Claudilene, Mansuklal, Shivani Atul, Ennami, Firdaous
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Media S.A. 2023
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10273683/
https://www.ncbi.nlm.nih.gov/pubmed/37333606
http://dx.doi.org/10.3389/fpsyg.2023.1160591
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author Sousa, Carla
Rye, Sara
Sousa, Micael
Torres, Pedro Juan
Perim, Claudilene
Mansuklal, Shivani Atul
Ennami, Firdaous
author_facet Sousa, Carla
Rye, Sara
Sousa, Micael
Torres, Pedro Juan
Perim, Claudilene
Mansuklal, Shivani Atul
Ennami, Firdaous
author_sort Sousa, Carla
collection PubMed
description The unique characteristics of games have led scientific research to increasingly focus on their potential role in learning processes. Currently, their effectiveness in fostering experiential learning and skill acquisition in several areas is already supported by the existing evidence, mainly about the potential of digital games. Paradoxically, the current post-digital era seems to have led to a growing popularity of analog games. The present Systematic Literature Review aimed to map the existing literature on the potential of board, tabletop, or other analog games in learning processes. It intended to systematize the contemporary state of the art (2012–2022) around the pedagogical role of these games, their effectiveness, the promoted learning outcomes, the methodological aspects of the interventions, the used games—including mechanics and other characteristics—and the current discussions around inclusion and accessibility in analog game-based learning. Adopting the PRISMA methodology, we searched ACM Digital Library, EBSCO, ERIC, Scopus—Elsevier, and Web of Science databases, as well as other peer-reviewed “grey literature” sources. The search resulted in an initial sample of 2,741 articles that was then screened by inclusion and exclusion criteria previously defined according to the research objectives. We obtained a final sample of 45 articles. To formulate the mapping of existing research, these studies were analyzed using a combination of statistical, content, and critical analysis procedures. The obtained results support the role of board, tabletop, and other analog games in educational contexts—based on their educational potential—with a broad range of knowledge, cognitive, and psychological outcomes. The study also emphasized the relevance of these games in the promotion of soft skills and other aspects typically associated with meaningful learning, such as engagement, satisfaction, flexibility, and freedom of experimentation. However, important limitations were found in a fair amount of the pedagogical approaches studied, which can be mostly attributed to the low prevalence of modern board games that relate what is intended to be learned to aspects of game design and have little to no consideration of accessibility and inclusion aspects in these studies.
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spelling pubmed-102736832023-06-17 Playing at the school table: Systematic literature review of board, tabletop, and other analog game-based learning approaches Sousa, Carla Rye, Sara Sousa, Micael Torres, Pedro Juan Perim, Claudilene Mansuklal, Shivani Atul Ennami, Firdaous Front Psychol Psychology The unique characteristics of games have led scientific research to increasingly focus on their potential role in learning processes. Currently, their effectiveness in fostering experiential learning and skill acquisition in several areas is already supported by the existing evidence, mainly about the potential of digital games. Paradoxically, the current post-digital era seems to have led to a growing popularity of analog games. The present Systematic Literature Review aimed to map the existing literature on the potential of board, tabletop, or other analog games in learning processes. It intended to systematize the contemporary state of the art (2012–2022) around the pedagogical role of these games, their effectiveness, the promoted learning outcomes, the methodological aspects of the interventions, the used games—including mechanics and other characteristics—and the current discussions around inclusion and accessibility in analog game-based learning. Adopting the PRISMA methodology, we searched ACM Digital Library, EBSCO, ERIC, Scopus—Elsevier, and Web of Science databases, as well as other peer-reviewed “grey literature” sources. The search resulted in an initial sample of 2,741 articles that was then screened by inclusion and exclusion criteria previously defined according to the research objectives. We obtained a final sample of 45 articles. To formulate the mapping of existing research, these studies were analyzed using a combination of statistical, content, and critical analysis procedures. The obtained results support the role of board, tabletop, and other analog games in educational contexts—based on their educational potential—with a broad range of knowledge, cognitive, and psychological outcomes. The study also emphasized the relevance of these games in the promotion of soft skills and other aspects typically associated with meaningful learning, such as engagement, satisfaction, flexibility, and freedom of experimentation. However, important limitations were found in a fair amount of the pedagogical approaches studied, which can be mostly attributed to the low prevalence of modern board games that relate what is intended to be learned to aspects of game design and have little to no consideration of accessibility and inclusion aspects in these studies. Frontiers Media S.A. 2023-06-02 /pmc/articles/PMC10273683/ /pubmed/37333606 http://dx.doi.org/10.3389/fpsyg.2023.1160591 Text en Copyright © 2023 Sousa, Rye, Sousa, Torres, Perim, Mansuklal and Ennami. https://creativecommons.org/licenses/by/4.0/This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
spellingShingle Psychology
Sousa, Carla
Rye, Sara
Sousa, Micael
Torres, Pedro Juan
Perim, Claudilene
Mansuklal, Shivani Atul
Ennami, Firdaous
Playing at the school table: Systematic literature review of board, tabletop, and other analog game-based learning approaches
title Playing at the school table: Systematic literature review of board, tabletop, and other analog game-based learning approaches
title_full Playing at the school table: Systematic literature review of board, tabletop, and other analog game-based learning approaches
title_fullStr Playing at the school table: Systematic literature review of board, tabletop, and other analog game-based learning approaches
title_full_unstemmed Playing at the school table: Systematic literature review of board, tabletop, and other analog game-based learning approaches
title_short Playing at the school table: Systematic literature review of board, tabletop, and other analog game-based learning approaches
title_sort playing at the school table: systematic literature review of board, tabletop, and other analog game-based learning approaches
topic Psychology
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10273683/
https://www.ncbi.nlm.nih.gov/pubmed/37333606
http://dx.doi.org/10.3389/fpsyg.2023.1160591
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