Do digital serious games in collaborative settings promote learning and psychosocial skills? A systematic review.
Saved in:
| Title: | Do digital serious games in collaborative settings promote learning and psychosocial skills? A systematic review. |
|---|---|
| Authors: | Giacchi, Isabella1 isabella.giacchi@uniroma3.it, Lonigro, Antonia2, Zava, Federica1, Vecchio, Giovanni Maria1 |
| Source: | Contemporary Educational Technology. Apr2026, Vol. 18 Issue 2, p1-27. 27p. |
| Subject Terms: | *Collaborative learning, *Longitudinal method, *Experimental design, *Learning, Social skills, Social groups, Educational computer games |
| Abstract: | Digital serious games (DSGs) in collaborative settings are increasingly explored for their potential to support 21st century skills, particularly collaboration. However, existing literature still offers a fragmented picture of their impact on collaborative competences. Thus, this study aims to (1) map empirical research on DSGs in collaborative contexts--highlighting theoretical frameworks, application fields, and assessment methods for knowledge acquisition and psychosocial skills--and (2) examine their effectiveness, identifying which components of collaborative competence and group dynamics are supported. Following PRISMA guidelines, the literature search identified 29 studies reporting empirical evidence on the use of DSGs in collaborative settings, using the search terms "serious game*" AND "learning" AND "cooperat*" OR "collaborat*." The studies selected are highly heterogeneous in frameworks, aims and methods, reflecting the multidisciplinary nature of DSG research. Main findings show that research on DSGs in collaborative contexts is highly heterogeneous and predominantly based on experimental and quasi-experimental designs, with a strong focus on short-term outcomes such as knowledge acquisition and user satisfaction. Results indicate also that DSGs mainly support collaboration through interconnected cognitive, affective, and social mechanisms, particularly when embedded within structured frameworks such as computer-supported collaborative learning. However, evidence on longitudinal effects and deeper group processes remains limited, revealing a gap between short-term learning outcomes and the analysis of sustained group dynamics. Future research on DSG interventions aiming to more effectively capture group processes should adopt standardized definitions, use validated instruments for assessing collaboration, and implement longitudinal designs grounded in structured collaborative methodologies. [ABSTRACT FROM AUTHOR] |
| Copyright of Contemporary Educational Technology is the property of Bastas Publications and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
Be the first to leave a comment!
