Article type
Abstract
Background: The emergence of Digital Game-Based Learning (DGBL) in education is notable for blending educational content with digital gaming, potentially boosting learning motivation and efficiency. However, despite its positive impact on academic outcomes, DGBL faces scrutiny for potential negative effects on students' physical and mental well-being and behavior.
Objective: This study aims to conduct a comprehensive review of existing research on the negative consequences of DGBL on students, exploring the severity of these impacts and their manageability within educational settings. The objective is to offer a balanced view on DGBL, acknowledging its advantages while addressing its potential drawbacks.
Methods: We will retrieve several English and Chinese electronic data base, including Web of Science, PubMed, The Cochrane Library, The Campbell Library, EBSCO, Embase, JSTOR, ProQuest, CNKI and CBM. The study meet the following criteria will be included: 1) This review includes experimental and quasi-experimental studies with treatment and control groups, excluding qualitative research and case studies. Participants are limited to regular K-12 students, excluding those in special education or receiving psychotherapy. 2) We focus on digital educational games across all subjects and platforms, excluding games for digital tool learning and traditional games on digital screens. Only studies addressing educational content in games are considered.
Results: This study is ongoing, and it will be completed before June 2024.
Conclusion: The review encompasses quantitative and qualitative studies, concentrating on DGBL's impact on academic performance, learning motivation, mental and physical health, and student behavior, aiming to offer a comprehensive overview of its effects on learners.
Objective: This study aims to conduct a comprehensive review of existing research on the negative consequences of DGBL on students, exploring the severity of these impacts and their manageability within educational settings. The objective is to offer a balanced view on DGBL, acknowledging its advantages while addressing its potential drawbacks.
Methods: We will retrieve several English and Chinese electronic data base, including Web of Science, PubMed, The Cochrane Library, The Campbell Library, EBSCO, Embase, JSTOR, ProQuest, CNKI and CBM. The study meet the following criteria will be included: 1) This review includes experimental and quasi-experimental studies with treatment and control groups, excluding qualitative research and case studies. Participants are limited to regular K-12 students, excluding those in special education or receiving psychotherapy. 2) We focus on digital educational games across all subjects and platforms, excluding games for digital tool learning and traditional games on digital screens. Only studies addressing educational content in games are considered.
Results: This study is ongoing, and it will be completed before June 2024.
Conclusion: The review encompasses quantitative and qualitative studies, concentrating on DGBL's impact on academic performance, learning motivation, mental and physical health, and student behavior, aiming to offer a comprehensive overview of its effects on learners.