Cargando…
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...
Autores principales: | , , , , , , |
---|---|
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 |
_version_ | 1785059697396547584 |
---|---|
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. |
format | Online Article Text |
id | pubmed-10273683 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2023 |
publisher | Frontiers Media S.A. |
record_format | MEDLINE/PubMed |
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 |
work_keys_str_mv | AT sousacarla playingattheschooltablesystematicliteraturereviewofboardtabletopandotheranaloggamebasedlearningapproaches AT ryesara playingattheschooltablesystematicliteraturereviewofboardtabletopandotheranaloggamebasedlearningapproaches AT sousamicael playingattheschooltablesystematicliteraturereviewofboardtabletopandotheranaloggamebasedlearningapproaches AT torrespedrojuan playingattheschooltablesystematicliteraturereviewofboardtabletopandotheranaloggamebasedlearningapproaches AT perimclaudilene playingattheschooltablesystematicliteraturereviewofboardtabletopandotheranaloggamebasedlearningapproaches AT mansuklalshivaniatul playingattheschooltablesystematicliteraturereviewofboardtabletopandotheranaloggamebasedlearningapproaches AT ennamifirdaous playingattheschooltablesystematicliteraturereviewofboardtabletopandotheranaloggamebasedlearningapproaches |