Ria Rochmi

Jurnal Safitri, Ulya

Pendidikan danGhifrani Rahmania,Vol.
Kebudayaan, Anggraita Febriana
10, Nomor Putri,
1, Juni Jumadi Jumadi, The
2025 Impact 2460-8300,
ISSN-p: of Game-Based Learning
ISSN-e: on
2528-4339
Student Competencies in Science: A Systematic Review

The Impact of Game-Based Learning on Student Competencies

in Science: A Systematic Review

Dampak Pembelajaran Berbasis Permainan terhadap

Kompetensi Siswa dalam Sains: Tinjauan Sistematis
diterima: 27-05-2025, disetujui: 18-06-2025, diterbitkan: 30 Juni 2025
doi: 10.24832/jpnk.v10i1.5188

Ria Rochmi Safitri, Ulya Ghifrani Rahmania,

Anggraita Febriana Putri, Jumadi
Program Studi Pendidikan Sains
Universitas Negeri Yogyakarta (UNY) - Indonesia
Email: riarochmi.2022@[Link]

Abstract: Game-Based Learning (GBL) is an application that encourages active

engagement and enhances knowledge and skills. Its effectiveness in fostering
student competencies has been proven and applies in various fields. This
systematic review analyzes the science topics, student competencies, and learning
outcomes associated with Game-Based Learning implementation in primary and
secondary education. The method used refers to the procedures outlined by
Kitchenham and Charters. The reporting adheres to Preferred Reporting Items
for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. The research
sample consisted of 22 articles extracted from 478 articles based on
predetermined inclusion and exclusion criteria. The review results show that
GBL is applicable across all core science domains-namely physics, biology, and
chemistry. The competencies that can be improved using Game-Based Learning
consist of three aspects, namely affective, cognitive, and psychomotor. Science
learning using Game-Based Learning can significantly improve the three students’
competencies in almost all studies. To conclude, Game-Based Learning can
serve as an effective and recommended learning strategy to support the digital
transformation of science education.

Keywords: game-based learning, science education, systematic review, student

engagement

Abstrak: Game-Based Learning (GBL) merupakan aplikasi yang mendorong

keterlibatan aktif dan meningkatkan pengetahuan serta keterampilan siswa.
Efektivitasnya dalam mengembangkan kompetensi telah terbukti dan digunakan
di berbagai bidang. Penelitian ini bertujuan untuk menganalisis secara sistematis
topik sains, kompetensi siswa, dan capaian pembelajaran yang terkait dengan
penerapan Game-Based Learning pada pendidikan dasar dan menengah. Metode
yang digunakan mengacu pada langkah-langkah yang dijelaskan oleh Kitchenham
dan Charters yang disajikan dengan berpedoman pada Preferred Reporting Items
for Systematic Reviews and Meta-Analyses (PRISMA). Sampel penelitian terdiri
atas 22 artikel yang diekstraksi dari 478 artikel berdasarkan kriteria inklusi dan
eksklusi yang telah ditentukan sebelumnya. Hasil tinjauan menunjukkan bahwa
topik sains dapat diakomodasi menggunakan Game-Based Learning di semua

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Student Competencies in Science: A Systematic Review

cabang sains, yaitu fisika, biologi, dan kimia. Kompetensi/keterampilan yang

dapat ditingkatkan menggunakan Game-Based Learning terdiri atas tiga aspek,
yaitu afektif, kognitif, dan psikomotorik. Pembelajaran sains menggunakan Game-
Based Learning dapat meningkatkan ketiga aspek kompetensi siswa secara
signifikan di hampir semua pembelajaran. Dengan demikian, Game-Based Learning
dapat diposisikan sebagai pendekatan strategis dalam mendukung transformasi
digital pembelajaran sains.

Kata kunci: game-based learning, pendidikan sains, tinjauan sistematis,

keterlibatan siswa

INTRODUCTION
Considering current learning trends, classroom learning has developed rapidly by
using beyond chalk and blackboards to deliver lesson materials (Lau et al., 2014).
Siagian et al. (2007) stated that interactive learning media in teaching and learning
activities has changed classroom dynamics. Material previously taught through a
monotonous lecture method can now be provided with more variety by integrating
text, sound, moving images, and video. In line with that, Lau et al. (2014) argued
that among the various media types, Game-Based Learning (GBL) is one of the
media considered adequate for learning. Research related to GBL is increasingly
popular because of the paradigm that this medium can significantly increase student
motivation in learning.
Hainey et al. (2016) defined GBL as the application development specifically
implemented for learning purposes, where a particular subject is taught to encourage
active involvement. Furthermore, Qian & Clark (2016) stated that GBL creates a
context in which knowledge and skill enhancement occur through game content
and play. When problem-solving and challenges are presented in gaming activities,
it provides a sense of accomplishment to the player or learner. In addition, students’
internal motivation and acceptance of learning technology can influence learning
success and the quality of the playing experience in the context of learning using
GBL (Ninaus et al., 2017). GBL has the potential to meet the needs for autonomy,
competence, and relatedness through the design of appropriate game mechanics
so that it can generate autonomous motivation and a more meaningful learning
experience (Eyupoglu & Nietfeld, 2019; Proulx et al., 2017).
Many successes have been recorded when GBL media was used in learning.
Recent research by Alotaibi (2024) showed that GBL has moderate to large effects
on cognitive (g=0.46, p<0.001), social (g=0.38, p<0.001), emotional (g=0.35,
p<0.001), motivational (g=0.40, p<0.001), and engagement (g=0.44, p<0.001)
outcomes in early childhood and highlights its potential to promote learning and
development. In line with that, research by Safitri & Jumadi (2024) proved that
the use of GBL media based on Problem-Based Learning is significantly and strongly
able to improve students’ critical thinking skills in science learning, with an effect
size of 0.972, which includes the large category. Other studies have shown that

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Student Competencies in Science: A Systematic Review

GBL plays an essential role in improving 21st-century skills (Bodnar & Clark, 2017;
Huang et al., 2020; Lestari et al., 2019; Ryu et al., 2021), problem-solving skills
(Rosydiana et al., 2023), scientific thinking (Aida et al., 2022), motivation (Sung &
Hwang, 2013; Ubaidullah et al., 2019; Zou et al., 2021), self-regulated learning
(Rajan, 2022; Sabourin et al., 2012), self-efficacy (Meluso et al., 2012; Sung &
Hwang, 2013; Zou et al., 2021), speaking skills (L. Li et al., 2023), socio-physical
expertise and skills (Pramono et al., 2021), and student involvement in learning
(Lai et al., 2012). GBL media has also been developed in various scientific disciplines,
including science (Aida et al., 2022; Asniza et al., 2021; Meluso et al., 2012;
Ristanto et al., 2022; Rosydiana et al., 2023; Sung & Hwang, 2013; M. Wang &
Zheng, 2021), mathematics (Ahmad et al., 2010; Hung et al., 2014; Sun et al.,
2021), computer science (Kaldarova et al., 2023; Schmitz et al., 2011), and
language (Huang et al., 2020; Pitarch, 2018).
Many systematic reviews discuss the use of GBL media in various subjects
(Alper et al., 2021; Hainey et al., 2016; Jabbar & Felicia, 2015; Noroozi et al.,
2020), but there are still a few systematic reviews that discuss the use of GBL
media in science learning (M.-C. Li & Tsai, 2013). Meanwhile, studies related to
contextual needs, such as the demand for scientific literacy, low student interest in
science, and post-pandemic digital learning, are urgently needed to improve the
quality of learning. It shows that studies related to the effectiveness of GBL media
in the context of science learning are still limited and require further attention. This
systematic review focuses on the science learning context and investigates the
following research questions.
 RQ1. What science topics are applied in learning using GBL?
 RQ2. What competencies/skills can be achieved when implementing GBL in
science learning?
 RQ3. What are the results obtained from implementing GBL in science learning?
Considering the growing research evidence, this study aims to systematically analyze
the science topics, student competencies, and learning outcomes associated with
GBL implementation in primary and secondary education.

METHOD
This systematic review analyses secondary studies obtained based on reviews of
previous research. This study aims to summarize GBL research trends in science
subjects and their relevance in education. A systematic review of an issue is very
important because it can identify and report research results that can be used as a
basis for further research.
The literature review method in this article adapts the systematic review
procedure guidelines proposed by (Kitchenham & Charters, 2007). The method
used consists of the following steps.
 Planning the review is a step in determining research questions.
 Conducting the review, including literature search, determining criteria, data

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Student Competencies in Science: A Systematic Review

extraction, data synthesis, and data coding.

 Reporting the review is a step in reporting the analysis results and discussing
findings, trends, and conclusions according to PRISMA 2020 guidelines (Page
et al., 2021).
The following is a flowchart of the research method presented in Figure 1.

Figure 1 Research Method Flowchart

Source: Author, 2024

A literature search was carried out to collect empirical studies resulting from
research in the form of articles using Publish or Perish (PoP) software in the Google
Scholar search category. This selection is intended to obtain a greater number of
articles, thus providing a more accurate representation. The literature search was
conducted in October 2023. The keywords used are “game-based learning in
science, game-based learning in physics, game-based learning in chemistry, game-
based learning in biology,” with a year range chosen between 2014-2023 and a
maximum number of searches of 500 studies. The initial search found 478 studies
and ignored 22 studies that needed to include information on the year of publication
of the study. Based on the initial search, the following categories can be identified.
 Types of study include journal articles, proceedings, books, book sections,
thesis reports, and dissertation reports.
 The study is in English, and a small part is in Chinese.
 The study is research in various economic, social, educational, medical, and
technological fields.
 Education studies include science, mathematics, technology, English, and
computer science.
 The initial search discusses learning in games and studies using other learning
media.
A total of 478 studies were then sorted based on general criteria established
to answer the research questions asked. All studies from the initial search were
examined and assessed. The general criteria used are presented below based on
the research questions.
 The year of publication is in the range 2014 – 2023.
 Studies are identified as “articles”, not books, book sections, thesis reports, or
dissertation reports.

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Student Competencies in Science: A Systematic Review

 The study is not a meta-analysis/Systematic Literature Review study of previous

studies.
A total of 91 studies were obtained through sorting based on general criteria.
These results were obtained by analysing each research title and collecting references
from the primary source to determine the form of study presented. Studies in the
form of books, book sections, thesis reports, dissertation reports, or other
systematic review research are not included in further studies. These articles are
then downloaded to be studied in more depth regarding the relevance of the research
content.
Apart from the general criteria used to select studies, inclusion criteria are
also needed to limit the selected studies further so that they are relevant to the
research questions being asked. The inclusion criteria used in this research are as
follows.
 The study is research in the field of science education.
 The research participants were elementary to high school students.
 Research is a research article from a journal, not a proceeding.
 The research comes from research articles from reputable journals Q1 and Q2
(checking was done via the Scimagojr website).
 Competencies/skills achieved by students are used as results.
The exclusion criteria in this study are as follows.
 Studies not identified as research results in articles from a journal (for example,
proceedings, books, book sections, thesis reports, and dissertation reports).
 The study is a meta-analysis of previous studies.
 Articles published before 2014 or after the fourth quarter of 2023.
 Articles involve kindergarten students, university students, teachers, and the
general public as research subjects.
 Articles that do not use English in their presentation.
 Articles originate from reputable journals below Q2 or non-reputable journals.
Some articles cannot be accessed at this stage, so they were removed from
the list of studies to be analysed. The study was sorted into 22 studies based on
exclusion criteria, which will be carried out in the next stage. Figure 2 shows the
resulting PRISMA flowchart.
Analyses were specified for each research question. This step aims to help
group all relevant studies based on predetermined criteria. Data collection and
analysis require information regarding the author, journal, data source, journal
reputation, year of publication, research location, scientific topic, competencies/
skills achieved, and research results on applying GBL. Information related to the
author, journal, data source, journal reputation, year of publication, and research
location is placed in the research identity information. However, a more detailed
process of reading and understanding the data is required to collect data related to
other parameters.

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Student Competencies in Science: A Systematic Review

Figure 2 PRISMA Flowchart for Selecting Studies Related to GBL Publications

Source: Author, 2024

RESULT AND DISCUSSION

This section describes and discusses the results of the review. As explained at the
beginning, study selection was based on inclusion and exclusion criteria, resulting in
22 studies. The data coding process is carried out according to predetermined
categories. The results are presented according to the research questions. Table 1
presents data related to article descriptions from 22 studies collected based on
journal name, data source, journal reputation, year of publication, and author’s
country of origin.
Based on Table 1, the studies derive from various data sources. The most
significant data source is springer with 23%, followed by ERIC (18%), Taylor &
Francis Online (18%), MDPI (9%), Inderscience (5%), Iopscience (5%), IEEExplore
(5%), Sage (5%), Science Direct (5%), Wiley (5%), and Jedutechsoci (5%). Among
the selected studies, 59% were published in Q1-ranked journals (n = 13), and
41% in Q2-ranked journals (n = 9). These studies were selected based on the

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Student Competencies in Science: A Systematic Review

Table 1 Description of Analysed Article

Index Publication
Authors Journal Data Source Country
Scopus Year
Ristanto et Journal of Turkish ERIC Q2 2022 Indonesia
al. Science Education
Kotzebue et Multimodal Technologies MDPI Q2 2022 Austria
al. and Interaction
Janković & Journal of Baltic Science ERIC Q2 2022 Republic of
Lambić Education Serbia
Y. Wang International Journal of Tandfonline Q1 2022 Republic of
Science Education China
Arboleya- Education Sciences MDPI Q2 2022 Spain
García &
Miralles
Komalaward International Journal of Inderscienceo Q2 2021 Thailand
hana & Mobile Learning and nline
Panjaburee Organisation
Radulović Journal of Baltic Science ERIC Q2 2021 Republic of
Education Serbia
Y.-C. Chen et Interactive Learning Tandfonline Q1 2021 Taiwan
al. Environments
Pfirman et al. Journal of Geoscience Tandfonline Q2 2021 Arizona
Education
Baǧ & Çalik Physics Education Iopscience Q2 2021 Turkey
C.-Y. Chen et IEEE Access IEEExplore Q1 2020 Taiwan
al.
Videnovik et Multimedia Tools and Springer Q1 2020 Macedonia
al. Applications
Yıldırım & Education and ERIC Q1 2020 Turkey
Baran Information Technologies
S. Chen et International Journal of Tandfonline Q1 2020 Republic of
al. Science Education China
Jones et al. Simulation and Gaming Sage Q2 2019 USA
Kao et al. Computers and Sciencedirect Q1 2017 Republic of
Education China
Price et al. Journal of Science Springer Q1 2016 USA
Education and
Technology
Sadler et al. Science Education Wiley Q1 2015 USA
Dorji et al. Journal of Computers in Springer Q1 2015 Bhutan
Education
Dorji et al. Educational Technology Jeductechsoci Q1 2015 Bhutan
and Society
M. P. Chen et Educational Technology Springer Q1 2014 Taiwan
al. Research and
Development
Corredor et Journal of Science Springer Q1 2014 Colombia
al. Education and
Technology
Source: Author, 2024

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Student Competencies in Science: A Systematic Review

quality of the journal in which they were published, according to Scimago’s

assessment.
Most of the research, or as much as 55%, was carried out on the Asian
continent, where the dominance of research was in the Republic of China (n=3).
Then, countries on the European continent (23%), North America (18%), and a
small part of South America (5%) followed.
Articles implementing GBL in the science learning experience fluctuate every
year. Figure 3 shows the distribution of articles based on the year of publication.

Figure 3 Distribution of Articles Based on Publication Year

Source: Author, 2024

Based on Figure 3, the trend of research on learning using GBL was high in
2015 (n=3) but then decreased in 2018. It indicates that there was no research
related to learning using GBL in science subjects. The GBL research trend is rising
again and reaching its peak in 2021 and 2022, namely five studies for each of
these years.
Several criteria have been determined regarding the study’s content. Table 2
shows several criteria that will be used to answer the research questions about
science topics applied in learning using GBL.
The students involved in this systematic review were students from elementary
to high school, with the smallest number of students in a study, 12 students, and
the most significant number, 42,195 students. This study, which involved the most
significant number of students, was carried out with the help of teachers in many
schools. The total number of students involved in all studies was 46,423 students.
Apart from finding out the science topics that are usually taught, this research
also aims to find out the competencies/skills that can be accommodated by GBL
media and the results of implementing GBL in learning. Table 3 shows the
competencies/skills to be achieved and the main results of learning using GBL.
Based on these results, the answers to the questions in this study literature is
described as follows.

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Table 2 Review Based on Participant Aspects and Topics of Science Material

Taught
Total
Authors Educational Level Topic
participants
Ristanto et al. Secondary school 46 Genetic
Kotzebue et al. Secondary school 84 Sex education
Janković & Lambić Primary school 113 Natural science (related to
the biology content)
Y. Wang Secondary school 155 Magnetic field
Arboleya-García & Primary school 111 Marine environment
Miralles
Komalawardhana Primary school 282 Force and motion
& Panjaburee
Radulović Secondary school 172 Electric current
Y.-C. Chen et al. Primary school 168 Light
Pfirman et al. Secondary school 42195 Polar and Earth system
and High school
Baǧ & Çalik Primary school 12 Force
C.-Y. Chen et al. Primary school 115 Light
Videnovik et al. Secondary school 40 Living habits of animals in the
zoo
Yıldırım & Baran Secondary school 83 Force, newton's motion law,
and friction force
S. Chen et al. Secondary school 114 Chemical elements and
compounds
Jones et al. Secondary school 18 Transcription and translation
and High school
Kao et al. Secondary school 126 Basic machinery
Price et al. Primary school 242 Human biological systems
Sadler et al. High school 1888 Biotechnology
Dorji et al. High school 129 Energy consumption and
conservation
Dorji et al. High school 129 Electric energy conservation
M. P. Chen et al. Secondary school 115 Chemical formula
Corredor et al. Primary school 86 Viral reproduction
Total Participants 46423
Source: Author, 2024

Research Question 1
RQ1. What science topics are applied in learning using GBL?
Several science topics taught using GBL media can be seen in Table 2. These
science topics are divided into three groups based on the branch of science, namely
physics, biology, and chemistry. Physics topics taught using GBL include magnetic
fields (Y. Wang, 2022), force and motion (Baç & Çalik, 2021; Komalawardhana &
Panjaburee, 2021; Yýdýrým & Baran, 2020), electric current (Raduloviæ, 2021),
light (C.-Y. Chen et al., 2020; Y.-C. Chen et al., 2021), polar and Earth systems

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Student Competencies in Science: A Systematic Review

Table 3 Review Based on Aspects of Scientific Competencies/Skills to be Achieved and

The Main Results of the Research
Competencies/skills
Authors Results
achieved
Ristanto et al. conceptual Students who take part in Flipped Classroom-Digital
understanding Game-Based Learning (FC-DGBL) show a better
understanding of the concept of Genetics compared
to students who take part in traditional learning
models.
Kotzebue et al. motivation and Digital Education Escape Room (DEER) is a
knowledge acquisition significant and empirically proven approach to
support learning in the context of sex education. This
method also makes a positive contribution to
increasing student motivation.
Janković & academic The experimental group that used Kahoot to study
Lambić achievement Natural Science material achieved significantly
higher post-test scores than the control group. There
was no significant difference in academic
performance between the group that used Quizizz
and the other two groups.
Y. Wang engagement, learning Augmented Reality Game-based Science Learning
performance, and (ARGSL) improves student interaction, performance,
satisfaction and learning satisfaction better than game and book-
based learning methods.
Arboleya-García knowledge Understanding of the marine environment increased
& Miralles in both age groups, children and adults, although the
increase was slightly higher in the children's group.
Komalawardhana perceptions of The students in the game group using a web-based
& Panjaburee learning activities, mastery learning approach showed more satisfaction
improvement, and and positive attitudes towards learning activities
achievement than students in the conventional game group.
Both students with high and low achievements who
were involved in games using a web-based mastery
learning approach and students with medium and
low achievements who were involved in conventional
games could gain significant knowledge.
Students in the game group with a web-based
mastery learning approach significantly
outperformed the conventional game group's
achievement.
Radulović educational efficiency Educational efficiency and student engagement
and students’ levels are higher in the Game-Based Student
involvement Response Systems (GSRS) approach when
compared to conventional approaches.
Y.-C. Chen et al. scientific knowledge Three types of learning that use technology, namely
and argumentation game-based instruction (high LTE), video-based
skills instruction (medium LTE), and traditional instruction
(low LTE), significantly improve students' scientific
knowledge and argumentation skills.
Pfirman et al. conceptual Of the 13 states, students in Rhode Island, Oregon,
understanding Arizona, and Washington achieved the highest
overall scores when using Kahoot!, while the
response from students in Ohio and Illinois seemed
less favourable, as if they were just guessing.

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Baǧ & Çalik students’ Results from the third pilot study showed that at the
argumentation beginning of the intervention, elementary school
students faced difficulties in referring to evidence and
claims in their arguments. Nevertheless, the quality of
their arguments gradually improved and involved all
argumentative components as time passed.
C.-Y. Chen et al. conceptual The use of Multi-genre digital Game-based Instruction
understanding and (MGI) resulted in significant improvements in
argumentation skills conceptual understanding and argumentation skills
compared to those who received only traditional
instruction.
Videnovik et al. learning experience Factors such as ease of use, utility, student attitude,
motivation, and suitability of the educational
components in the game will increase the quality of the
student's learning experience.
Yıldırım & Baran academic The use of instruction involving digital games and
achievements physical activity games has a positive impact on
student academic achievement.
S. Chen et al. students’ emotions The experimental group (using cards, board games,
and academic and riddles) showed higher levels of positive emotions
achievement and lower levels of negative emotions during the
intervention period.
Jones et al. student engagement The whole activity positively influenced students and
and the learning teachers because students could understand the
experience Transcription and Translation material in a fun and
interesting way through 'KAHOOT!'
Kao et al. learning outcomes: The marking critical features scaffolding group
knowledge acquisition significantly outperformed the demonstration
and design creativity. scaffolding group in gaining conceptual knowledge and
in the sensitivity dimension of design creativity.
Meanwhile, the group that used demonstration
scaffolding scored higher in the flexibility dimension of
design creativity.
Price et al. scientific attitudes and There was a slight increase in scientific attitudes, the
conceptual ability to recognize human biological systems, and
understanding students' skills in describing the collaboration of these
systems in the context of real-world situations.
Sadler et al. knowledge, science Participants who engaged in both approaches (using
interest computer-based games and narrative cases)
experienced statistically and practically significantly
improved biological knowledge assessments at
proximal and distal levels. Neither group showed an
increase in science interest.
Dorji et al. learning achievement RES-battle can decrease the difference between female
and energy-saving and male learning achievements reasonably, and
awareness energy-saving awareness.
Dorji et al. learning achievement, Designed educational computer games can increase
awareness, and student learning achievement, awareness and
satisfaction satisfaction to a higher level.
M. P. Chen et performance and Worked examples significantly impact knowledge
al. motivation understanding and marginally impact knowledge
application. Students show a mild level of positive
motivation to learn chemistry through 3D RPG games.
Corredor et al. conceptual Video games stimulate the development of mental
understanding models of scientific phenomena that differ from the
models formed by conventional educational methods,
such as text and graphics.

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Student Competencies in Science: A Systematic Review

(Pfirman et al., 2021), basic machinery (Kao et al., 2017), and energy consumption
and conservation (Dorji et al., 2015b, 2015a). Biology topics taught using GBL
include genetics (Ristanto et al., 2022), sex education (Kotzebue et al., 2022),
natural science (Jankoviæ & Lambiæ, 2022), marine environment (Arboleya-García
& Miralles, 2022), living habits of animals in the zoo (Videnovik et al., 2020),
transcription and translation (Jones et al., 2019), human biological systems (Price
et al., 2016), biotechnology (Sadler et al., 2015), and viral reproduction (Corredor
et al., 2014). Chemistry topics taught using GBL include chemical elements and
compounds (S. Chen et al., 2020) and chemical formulas (M.-P. Chen et al., 2014).
These findings are in line with research conducted by Tsai et al. (2020) which
stated that the GAME (Gamification, Assessment, Modeling, Inquiry) pedagogical
model is in accordance with the PISA science literacy framework, which assesses
students’ ability to apply knowledge in the context of everyday life. These results
are reinforced by research conducted by Ho et al. (2022) which revealed that
games can simulate real global issues, including the climate crisis, social inequality,
and cooperation between countries, through the involvement of abstraction
processes, solution exploration, and policy experimentation as measured by PISA
in the context of science and public policy.

Research Question 2
RQ2. What competencies/skills are achieved when implementing GBL in science
learning?
Several competencies/skills that have been taught using GBL media in science
learning is seen in Table 3. The competencies are divided into three aspects, namely
affective, cognitive, and psychomotor.
Affective aspects that can be achieved when implementing GBL include
motivation (M.-P. Chen et al., 2014; Kotzebue et al., 2022), engagement/
involvement (Jones et al., 2019; Raduloviæ, 2021; Y. Wang, 2022), learning
performance (M.-P. Chen et al., 2014; Y. Wang, 2022), satisfaction (Dorji et al.,
2015a; Y. Wang, 2022), perception (Komalawardhana & Panjaburee, 2021),
emotions (S. Chen et al., 2020), learning experience (Jones et al., 2019; Videnovik
et al., 2020), scientific attitudes (Price et al., 2016), science interest (Sadler et al.,
2015), and awareness (Dorji et al., 2015b, 2015a).
Cognitive aspects that can be achieved when implementing GBL include
conceptual understanding (C.-Y. Chen et al., 2020; Corredor et al., 2014; Pfirman
et al., 2021; Price et al., 2016; Ristanto et al., 2022), knowledge acquisition (Kao
et al., 2017; Kotzebue et al., 2022), academic/learning achievement (S. Chen et
al., 2020; Dorji et al., 2015a, 2015b; Jankoviæ & Lambiæ, 2022; Komalawardhana
& Panjaburee, 2021; Yýldýrým & Baran, 2020), improvement (Komalawardhana
& Panjaburee, 2021), educational efficiency (Raduloviæ, 2021), and learning
outcomes (Kao et al., 2017).

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The psychomotor aspects that can be achieved when implementing GBL are
argumentation skills (Baç & Çalik, 2021; C.-Y. Chen et al., 2020; Y.-C. Chen et al.,
2021) and design creativity (Kao et al., 2017).
Research conducted by Tsai et al. (2020) stated that the GAME model trains
critical thinking, scientific literacy, collaboration, and problem-solving through a
technology-based and exploratory approach, and these competencies support
Sustainable Development Goal 4 (SDG-4) with an innovative approach based on
real challenges and strengthening global competence. The GAME model encourages
independent exploration, process-based assessment, and active participation. These
competencies are in line with the Merdeka Belajar philosophy. Al-Khayat et al.
(2023) through their research strengthen these findings by revealing that GBL
encourages active, collaborative, and exploratory learning, which develops critical
thinking skills, problem-solving, and creativity. Furthermore, Ho et al. (2022) through
their research found that digital and non-digital games significantly improve students’
perceptions, knowledge, and attitudes toward SDGs. In digital games, the largest
effect reached d=-3.671 for attitudes, especially in high school students.

Research Question 3
RQ3. What are the results obtained from implementing GBL in science learning?
Science learning using GBL generally shows positive results from all reviewed
studies. The results of the analysis of these studies can be seen in Table 3. The GBL
developed from these studies, mainly utilizes digital technology. The review results
of these studies state that science learning using GBL can significantly improve
students’ affective, cognitive, and psychomotor aspects (Arboleya-García & Miralles,
2022; Baç & Çalik, 2021; C.-Y. Chen et al., 2020; M.-P. Chen et al., 2014; S. Chen
et al., 2020; Y.-C. Chen et al., 2021; Corredor et al., 2014; Dorji et al., 2015a,
2015b; Jankoviæ & Lambiæ, 2022; Jones et al., 2019; Kao et al., 2017;
Komalawardhana & Panjaburee, 2021; Kotzebue et al., 2022; Pfirman et al., 2021;
Raduloviæ, 2021; Ristanto et al., 2022; Sadler et al., 2015; Videnovik et al., 2020;
Y. Wang, 2022; Yýldýrým & Baran, 2020). Only one study states a slight increase
in students’ scientific attitudes after using GBL in learning (Price et al., 2016).
In their research, Ho et al. (2022) stated that the role-based experiential
learning model, simulation, and discussion in games can encourage critical reflection
and decision-making and provide space for student autonomy and creativity. This
idea is in accordance with the concept of Merdeka Belajar which emphasizes active,
contextual, collaborative, and fun learning. In another study, H. Li & Zhang (2025)
emphasized that the museum GBL design accommodates contextual learning,
active participant roles, social cooperation, and personal meaning-making, all of
which reflect a pure constructivist approach.
The six dimensions in the constructivist GBL framework that are
accommodated are self-determination, contextualization, social interaction,
knowledge construction, meaning-making, and immediate feedback. Research by

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Hosseinpour & Keshmiri (2025) revealed that GBL reduces irrelevant cognitive
load and increases working memory allocation for understanding formation and
increases self-efficacy through active, social, and contextual learning experiences.
Al-Khayat et al. (2023) also argued that GBL provides opportunities for students
to construct meaning, experiment, and interact socially, rather than simply passively
receiving information through direct experience and real contexts. GBL is said to
be effective when the complexity of the game is under working memory capacity
and is accompanied by scaffolding. Games also increase intrinsic motivation because
they provide autonomy (options and control), competence (adaptive challenges),
and relatedness (cooperation).

CONCLUSION AND RECOMMENDATION

Conclusion
The discussion of GBL in this systematic review aims to systematically analyse the
science topics, student competencies, and learning outcomes associated with GBL
implementation in primary and secondary education. The findings reveal facts about
the development of GBL which continues to evolve to this day. GBL supports the
development of conceptual understanding, engagement, and argumentation across
physics, biology, and chemistry topics in primary and secondary education.
GBL-based science learning has generally been proven to be effective in
improving students’ affective, cognitive, and psychomotor aspects, although one
study only showed a small increase in scientific attitudes. The implication of this
research is that GBL can be positioned as a recommended approach in the digital
transformation of science education.

Recommendation
Based Learning in science learning is worthy of consideration as an effective
approach to fostering enjoyable and meaningful learning experiences for students.
Therefore, more focused future studies are needed, such as meta-analyses
comparing its effectiveness with other digital strategies or investigations into its
impact across diverse demographic groups. Within the field of policy, it is strongly
recommended to integrate the GBL framework into national curriculum design and
teacher professional development. In terms of applicability, GBL modules should
be developed for science topics that have been proven effective, such as genetics,
forces, and chemical reactions, to enable broader and more systematic
implementation.”

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