The aim of this study was to conduct a systematic literature review on the use of serious games in science education between 2016 and 2020 years. A total of 39 articles were included from Science Citation Index- Expanded (SCI-Expanded), Social Science Citation Index (SSCI), Arts & Humanities Citation Index (A&HCI) and Emerging Sources Citation Index (ESCI) listed in the Web of Science database. The results showed that experiential science was the most emphasized subject area in the articles. The results also indicated that learning/academic achievement was the common examined topic in the articles. For the research designs, more than half of the articles implemented quantitative research design. Considering the data collection tools, achievement tests were the most used data collection tool. Regarding the use of sampling methods, convenience sampling was preferred in more than half of the articles. Secondary and primary school students were the most used sampling groups. The sample size of 31-100-person group was commonly chosen in the articles. Considering the data analysis methods, a majority of articles implemented descriptive analyses methods. It was also found that computer game was the most used game type. Regarding the game genres, adventure was the most preferred one in serious games.
Kara, Nuri. "A Systematic Review of the Use of Serious Games in Science Education".
Contemporary Educational Technology 2021 13 no. 2 (2021): ep295.
https://doi.org/10.30935/cedtech/9608Kara, Nuri "A Systematic Review of the Use of Serious Games in Science Education".
Contemporary Educational Technology, vol. 13, no. 2, 2021, ep295.
https://doi.org/10.30935/cedtech/9608