A systematic literature review: Game design elements in constructivistserious game.

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Bibliographic Details
Title:	A systematic literature review: Game design elements in constructivistserious game.
Authors:	Razak, Insyirah Abd¹ iabdrazak@graduate.utm.my, Rahiman, Nafisah Abdul¹ b-nafisah@utm.my, Shukery, Nurshikin Mohamad¹ b-nurshikin@utm.my
Source:	Educational Technology & Society. Jul2026, Vol. 29 Issue 3, p83-113. 31p.
Subject Terms:	Learner autonomy, Educational objectives, STEM education, Active learning, Situated learning theory, Problem-based learning, *Educational games, Video game design
Abstract:	Serious games are recognized for promoting knowledge and skill transfer through active learning aligned with constructivist principles. However, the availability of guidelines on how specific game design elements align with these principles are limited. This study conducted a systematic literature review using Web of Science and ScienceDirect, analyzing 39 selected studies to profile trends in constructivist-serious games and identifying aligned GDEs. Findings showed that most studies focused on STEM subjects, targeted university students, used quantitative methods, and favored computer-based platforms. The most commonly applied theories were situated learning and problem-based learning. The most frequently used and strongly supported GDEs were "imposed choices", "sensations", and "objectives". This highlights the importance of learners' autonomy and clear educational objectives within an authentic learning environment in designing a constructivist-serious game. Each element was evaluated against four constructivist factors: interaction, problemsolving, active learning, and discovery, resulting in a conceptual mapping of GDEs to constructivist learning. These findings provide practical guidance for integrating constructivist principles into serious game design. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	Serious games are recognized for promoting knowledge and skill transfer through active learning aligned with constructivist principles. However, the availability of guidelines on how specific game design elements align with these principles are limited. This study conducted a systematic literature review using Web of Science and ScienceDirect, analyzing 39 selected studies to profile trends in constructivist-serious games and identifying aligned GDEs. Findings showed that most studies focused on STEM subjects, targeted university students, used quantitative methods, and favored computer-based platforms. The most commonly applied theories were situated learning and problem-based learning. The most frequently used and strongly supported GDEs were "imposed choices", "sensations", and "objectives". This highlights the importance of learners' autonomy and clear educational objectives within an authentic learning environment in designing a constructivist-serious game. Each element was evaluated against four constructivist factors: interaction, problemsolving, active learning, and discovery, resulting in a conceptual mapping of GDEs to constructivist learning. These findings provide practical guidance for integrating constructivist principles into serious game design. [ABSTRACT FROM AUTHOR]
ISSN:	11763647
DOI:	10.30191/ETS.202607_29(3).RP06