A systematic literature review: Game design elements in constructivistserious game.
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| 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] |
| Copyright of Educational Technology & Society is the property of International Forum of Educational Technology & Society (IFETS) 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 |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 195015198 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: A systematic literature review: Game design elements in constructivistserious game. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Razak%2C+Insyirah+Abd%22">Razak, Insyirah Abd</searchLink><relatesTo>1</relatesTo><i> iabdrazak@graduate.utm.my</i><br /><searchLink fieldCode="AR" term="%22Rahiman%2C+Nafisah+Abdul%22">Rahiman, Nafisah Abdul</searchLink><relatesTo>1</relatesTo><i> b-nafisah@utm.my</i><br /><searchLink fieldCode="AR" term="%22Shukery%2C+Nurshikin+Mohamad%22">Shukery, Nurshikin Mohamad</searchLink><relatesTo>1</relatesTo><i> b-nurshikin@utm.my</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Educational+Technology+%26+Society%22">Educational Technology & Society</searchLink>. Jul2026, Vol. 29 Issue 3, p83-113. 31p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Learner+autonomy%22">Learner autonomy</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+objectives%22">Educational objectives</searchLink><br />*<searchLink fieldCode="DE" term="%22STEM+education%22">STEM education</searchLink><br />*<searchLink fieldCode="DE" term="%22Active+learning%22">Active learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Situated+learning+theory%22">Situated learning theory</searchLink><br />*<searchLink fieldCode="DE" term="%22Problem-based+learning%22">Problem-based learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+games%22">Educational games</searchLink><br /><searchLink fieldCode="DE" term="%22Video+game+design%22">Video game design</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Educational Technology & Society is the property of International Forum of Educational Technology & Society (IFETS) 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.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=195015198 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.30191/ETS.202607_29(3).RP06 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 31 StartPage: 83 Subjects: – SubjectFull: Learner autonomy Type: general – SubjectFull: Educational objectives Type: general – SubjectFull: STEM education Type: general – SubjectFull: Active learning Type: general – SubjectFull: Situated learning theory Type: general – SubjectFull: Problem-based learning Type: general – SubjectFull: Educational games Type: general – SubjectFull: Video game design Type: general Titles: – TitleFull: A systematic literature review: Game design elements in constructivistserious game. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Razak, Insyirah Abd – PersonEntity: Name: NameFull: Rahiman, Nafisah Abdul – PersonEntity: Name: NameFull: Shukery, Nurshikin Mohamad IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 07 Text: Jul2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 11763647 Numbering: – Type: volume Value: 29 – Type: issue Value: 3 Titles: – TitleFull: Educational Technology & Society Type: main |
| ResultId | 1 |
