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A Review of Empirical Research on Game-Based Digital Citizenship Education

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Title: A Review of Empirical Research on Game-Based Digital Citizenship Education
Language: English
Authors: Jiawen Liu (ORCID 0000-0002-3843-845X), Rustam Shadiev (ORCID 0000-0001-5571-1158)
Source: Education and Information Technologies. 2025 30(14):19365-19417.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 53
Publication Date: 2025
Document Type: Journal Articles
Information Analyses
Reports - Research
Education Level: Elementary Education
Junior High Schools
Middle Schools
Secondary Education
Descriptors: Literature Reviews, Elementary School Students, Middle School Students, Game Based Learning, Electronic Learning, Citizenship Education, Learner Engagement, Video Games, Computer Games, Educational Games, Role Playing, Technology Uses in Education, Educational Technology
DOI: 10.1007/s10639-025-13549-x
ISSN: 1360-2357
1573-7608
Abstract: There is a growing body of research exploring the application of digital games in Digital Citizenship Education (DCE) to enhance learner engagement within the information society. However, not many studies have systematically reviewed published research on this important topic. To address this gap, the present study systematically reviews empirical studies from 2010 to 2024 that examine the utilization of digital games in DCE to bolster learner engagement in the information society. Using Preferred Reporting Items for Systematic Reviews, we analyzed 22 selected articles to scrutinize digital game profiles, design, application strategies, methodologies, and outcomes. Results highlight a pronounced preference for role-play games, alongside the adoption of 25 instructional principles and 12 functional elements in game design. However, instructional auxiliaries remain limited, with group discussions prevailing. Primary and middle school students are the primary focus, predominantly in quasi-experimental research. Most studies span less than one month and employ quasi-experimental designs for data collection, focusing on technology acceptance and behavioral changes. The findings indicate positive outcomes, such as proficiency gains, enhanced technology acceptance, and positive perceptions of DCE, although some disadvantages have been noted. Based on these results, our discussion centers on the characteristics of DCE, aiming to serve as a reference for researchers and educators in the field.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1484022
Database: ERIC
FullText Text:
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  Data: A Review of Empirical Research on Game-Based Digital Citizenship Education
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  Data: <searchLink fieldCode="AR" term="%22Jiawen+Liu%22">Jiawen Liu</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-3843-845X">0000-0002-3843-845X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Rustam+Shadiev%22">Rustam Shadiev</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-5571-1158">0000-0001-5571-1158</externalLink>)
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: 53
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  Data: 10.1007/s10639-025-13549-x
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  Data: There is a growing body of research exploring the application of digital games in Digital Citizenship Education (DCE) to enhance learner engagement within the information society. However, not many studies have systematically reviewed published research on this important topic. To address this gap, the present study systematically reviews empirical studies from 2010 to 2024 that examine the utilization of digital games in DCE to bolster learner engagement in the information society. Using Preferred Reporting Items for Systematic Reviews, we analyzed 22 selected articles to scrutinize digital game profiles, design, application strategies, methodologies, and outcomes. Results highlight a pronounced preference for role-play games, alongside the adoption of 25 instructional principles and 12 functional elements in game design. However, instructional auxiliaries remain limited, with group discussions prevailing. Primary and middle school students are the primary focus, predominantly in quasi-experimental research. Most studies span less than one month and employ quasi-experimental designs for data collection, focusing on technology acceptance and behavioral changes. The findings indicate positive outcomes, such as proficiency gains, enhanced technology acceptance, and positive perceptions of DCE, although some disadvantages have been noted. Based on these results, our discussion centers on the characteristics of DCE, aiming to serve as a reference for researchers and educators in the field.
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        Value: 10.1007/s10639-025-13549-x
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    Subjects:
      – SubjectFull: Literature Reviews
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Middle School Students
        Type: general
      – SubjectFull: Game Based Learning
        Type: general
      – SubjectFull: Electronic Learning
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      – SubjectFull: Citizenship Education
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      – SubjectFull: Learner Engagement
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      – SubjectFull: Video Games
        Type: general
      – SubjectFull: Computer Games
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      – SubjectFull: Educational Games
        Type: general
      – SubjectFull: Role Playing
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      – SubjectFull: Technology Uses in Education
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      – SubjectFull: Educational Technology
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