Barriers and Hindrances to the Effective use of Games in Education: Systematic Literature Review and Intervention Strategies

Carla Sousa; Pedro Pinto Neves; Filipe Luz

doi:10.34190/ecgbl.17.1.1472

Barriers and Hindrances to the Effective use of Games in Education: Systematic Literature Review and Intervention Strategies

Carla Sousa, Pedro Pinto Neves, Filipe Luz

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

3 Citations (Scopus)

Abstract

Games play a central role in human culture, as well as in interaction, interpersonal relationships, and overall development. Based on these premises, game-based learning (GBL) has been increasingly studied as a form of pedagogical innovation in formal and non-formal education. However, the implementation of these types of interventions in real educational settings has faced several barriers and constraints that reduce their possible impact. In this context, the present study aims to fulfil two aims: (a) mapping the main obstacles experienced in the implementation of GBL approaches in educational contexts; and (b) proposing an intervention diagram that matches each type of barrier with potential strategies to address it. Towards these aims, a Systematic Literature Review (SLR) was conducted, following the PRISMA methodology and guidelines. This included screening and eligibility processes based on inclusion criteria, which were defined considering the research's aims. Non-peer-reviewed research and studies aimed at other pedagogical approaches, such as gamification, were excluded to obtain a final sample of 11 studies and 1952 individuals, with an average of 195.20 participants per study (SD = 266.14). Through the analysis of the studies, a model of four types of barriers emerged: (1) attitudinal and behavioural barriers; (2) school policy barriers; (3) technological and material barriers; and (4) game literacy barriers. Through the critical evaluation of the barriers emerging from the analyzed empirical studies, we propose some potential methodological strategies that might support practitioners in overcoming them. This includes: (a) the implementation of a co-creation and participatory-driven methodology; (b) the appropriate selection of analogue, digital, or hybrid games; (c) the inclusion of the different educational stakeholders in the process; and (d) the promotion of GBL training within the projects.

Original language	English
Title of host publication	Proceedings of the 17th European Conference on Games Based Learning, ECGBL 2023
Editors	Ton Spil, Guido Bruinsma, Luuk Collou
Publisher	Dechema e.V.
Pages	611-620
Number of pages	10
ISBN (Electronic)	9781914587887
DOIs	https://doi.org/10.34190/ecgbl.17.1.1472
Publication status	Published - 2023
Event	17th European Conference on Games Based Learning, ECGBL 2023 - Enschede, Netherlands Duration: 5 Oct 2023 → 6 Oct 2023

Publication series

Name	Proceedings of the European Conference on Games-based Learning
Volume	2023-October
ISSN (Print)	2049-0992

Conference

Conference	17th European Conference on Games Based Learning, ECGBL 2023
Country/Territory	Netherlands
City	Enschede
Period	5/10/23 → 6/10/23

Bibliographical note

Publisher Copyright:
© 2023 Dechema e.V.. All rights reserved.

Funding

This study was funded by national funds through the FCT - Foundation for Science and Technology, I.P., under project GameIN (2022.07939.PTDC). The authors would also like to acknowledge the support of Youth For Youth project (2020-2-HU01-KA205-079126).

Funders	Funder number
Fundação para a Ciência e a Tecnologia	2022.07939, 2020-2-HU01-KA205-079126

Keywords

Barriers
Education
Game-Based Learning
Games
Systematic Literature Review

Access to Document

10.34190/ecgbl.17.1.1472

Cite this

Sousa, C., Neves, P. P., & Luz, F. (2023). Barriers and Hindrances to the Effective use of Games in Education: Systematic Literature Review and Intervention Strategies. In T. Spil, G. Bruinsma, & L. Collou (Eds.), Proceedings of the 17th European Conference on Games Based Learning, ECGBL 2023 (pp. 611-620). (Proceedings of the European Conference on Games-based Learning; Vol. 2023-October). Dechema e.V.. https://doi.org/10.34190/ecgbl.17.1.1472

Sousa, Carla ; Neves, Pedro Pinto ; Luz, Filipe. / Barriers and Hindrances to the Effective use of Games in Education : Systematic Literature Review and Intervention Strategies. Proceedings of the 17th European Conference on Games Based Learning, ECGBL 2023. editor / Ton Spil ; Guido Bruinsma ; Luuk Collou. Dechema e.V., 2023. pp. 611-620 (Proceedings of the European Conference on Games-based Learning).

@inproceedings{1d8c8161d2174a8495220eda39fbb349,

title = "Barriers and Hindrances to the Effective use of Games in Education: Systematic Literature Review and Intervention Strategies",

abstract = "Games play a central role in human culture, as well as in interaction, interpersonal relationships, and overall development. Based on these premises, game-based learning (GBL) has been increasingly studied as a form of pedagogical innovation in formal and non-formal education. However, the implementation of these types of interventions in real educational settings has faced several barriers and constraints that reduce their possible impact. In this context, the present study aims to fulfil two aims: (a) mapping the main obstacles experienced in the implementation of GBL approaches in educational contexts; and (b) proposing an intervention diagram that matches each type of barrier with potential strategies to address it. Towards these aims, a Systematic Literature Review (SLR) was conducted, following the PRISMA methodology and guidelines. This included screening and eligibility processes based on inclusion criteria, which were defined considering the research's aims. Non-peer-reviewed research and studies aimed at other pedagogical approaches, such as gamification, were excluded to obtain a final sample of 11 studies and 1952 individuals, with an average of 195.20 participants per study (SD = 266.14). Through the analysis of the studies, a model of four types of barriers emerged: (1) attitudinal and behavioural barriers; (2) school policy barriers; (3) technological and material barriers; and (4) game literacy barriers. Through the critical evaluation of the barriers emerging from the analyzed empirical studies, we propose some potential methodological strategies that might support practitioners in overcoming them. This includes: (a) the implementation of a co-creation and participatory-driven methodology; (b) the appropriate selection of analogue, digital, or hybrid games; (c) the inclusion of the different educational stakeholders in the process; and (d) the promotion of GBL training within the projects.",

keywords = "Barriers, Education, Game-Based Learning, Games, Systematic Literature Review",

author = "Carla Sousa and Neves, {Pedro Pinto} and Filipe Luz",

year = "2023",

doi = "10.34190/ecgbl.17.1.1472",

language = "English",

series = "Proceedings of the European Conference on Games-based Learning",

publisher = "Dechema e.V.",

pages = "611--620",

editor = "Ton Spil and Guido Bruinsma and Luuk Collou",

booktitle = "Proceedings of the 17th European Conference on Games Based Learning, ECGBL 2023",

address = "Germany",

}

Sousa, C , Neves, PP & Luz, F 2023, Barriers and Hindrances to the Effective use of Games in Education: Systematic Literature Review and Intervention Strategies. in T Spil, G Bruinsma & L Collou (eds), Proceedings of the 17th European Conference on Games Based Learning, ECGBL 2023. Proceedings of the European Conference on Games-based Learning, vol. 2023-October, Dechema e.V., pp. 611-620, 17th European Conference on Games Based Learning, ECGBL 2023, Enschede, Netherlands, 5/10/23. https://doi.org/10.34190/ecgbl.17.1.1472

Barriers and Hindrances to the Effective use of Games in Education: Systematic Literature Review and Intervention Strategies. / Sousa, Carla ; Neves, Pedro Pinto ; Luz, Filipe.
Proceedings of the 17th European Conference on Games Based Learning, ECGBL 2023. ed. / Ton Spil; Guido Bruinsma; Luuk Collou. Dechema e.V., 2023. p. 611-620 (Proceedings of the European Conference on Games-based Learning; Vol. 2023-October).

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

TY - GEN

T1 - Barriers and Hindrances to the Effective use of Games in Education

T2 - 17th European Conference on Games Based Learning, ECGBL 2023

AU - Sousa, Carla

AU - Neves, Pedro Pinto

AU - Luz, Filipe

PY - 2023

Y1 - 2023

N2 - Games play a central role in human culture, as well as in interaction, interpersonal relationships, and overall development. Based on these premises, game-based learning (GBL) has been increasingly studied as a form of pedagogical innovation in formal and non-formal education. However, the implementation of these types of interventions in real educational settings has faced several barriers and constraints that reduce their possible impact. In this context, the present study aims to fulfil two aims: (a) mapping the main obstacles experienced in the implementation of GBL approaches in educational contexts; and (b) proposing an intervention diagram that matches each type of barrier with potential strategies to address it. Towards these aims, a Systematic Literature Review (SLR) was conducted, following the PRISMA methodology and guidelines. This included screening and eligibility processes based on inclusion criteria, which were defined considering the research's aims. Non-peer-reviewed research and studies aimed at other pedagogical approaches, such as gamification, were excluded to obtain a final sample of 11 studies and 1952 individuals, with an average of 195.20 participants per study (SD = 266.14). Through the analysis of the studies, a model of four types of barriers emerged: (1) attitudinal and behavioural barriers; (2) school policy barriers; (3) technological and material barriers; and (4) game literacy barriers. Through the critical evaluation of the barriers emerging from the analyzed empirical studies, we propose some potential methodological strategies that might support practitioners in overcoming them. This includes: (a) the implementation of a co-creation and participatory-driven methodology; (b) the appropriate selection of analogue, digital, or hybrid games; (c) the inclusion of the different educational stakeholders in the process; and (d) the promotion of GBL training within the projects.

AB - Games play a central role in human culture, as well as in interaction, interpersonal relationships, and overall development. Based on these premises, game-based learning (GBL) has been increasingly studied as a form of pedagogical innovation in formal and non-formal education. However, the implementation of these types of interventions in real educational settings has faced several barriers and constraints that reduce their possible impact. In this context, the present study aims to fulfil two aims: (a) mapping the main obstacles experienced in the implementation of GBL approaches in educational contexts; and (b) proposing an intervention diagram that matches each type of barrier with potential strategies to address it. Towards these aims, a Systematic Literature Review (SLR) was conducted, following the PRISMA methodology and guidelines. This included screening and eligibility processes based on inclusion criteria, which were defined considering the research's aims. Non-peer-reviewed research and studies aimed at other pedagogical approaches, such as gamification, were excluded to obtain a final sample of 11 studies and 1952 individuals, with an average of 195.20 participants per study (SD = 266.14). Through the analysis of the studies, a model of four types of barriers emerged: (1) attitudinal and behavioural barriers; (2) school policy barriers; (3) technological and material barriers; and (4) game literacy barriers. Through the critical evaluation of the barriers emerging from the analyzed empirical studies, we propose some potential methodological strategies that might support practitioners in overcoming them. This includes: (a) the implementation of a co-creation and participatory-driven methodology; (b) the appropriate selection of analogue, digital, or hybrid games; (c) the inclusion of the different educational stakeholders in the process; and (d) the promotion of GBL training within the projects.

KW - Barriers

KW - Education

KW - Game-Based Learning

KW - Games

KW - Systematic Literature Review

UR - http://www.scopus.com/inward/record.url?scp=85179013610&partnerID=8YFLogxK

U2 - 10.34190/ecgbl.17.1.1472

DO - 10.34190/ecgbl.17.1.1472

M3 - Conference contribution

AN - SCOPUS:85179013610

T3 - Proceedings of the European Conference on Games-based Learning

SP - 611

EP - 620

BT - Proceedings of the 17th European Conference on Games Based Learning, ECGBL 2023

A2 - Spil, Ton

A2 - Bruinsma, Guido

A2 - Collou, Luuk

PB - Dechema e.V.

Y2 - 5 October 2023 through 6 October 2023

ER -

Sousa C , Neves PP , Luz F. Barriers and Hindrances to the Effective use of Games in Education: Systematic Literature Review and Intervention Strategies. In Spil T, Bruinsma G, Collou L, editors, Proceedings of the 17th European Conference on Games Based Learning, ECGBL 2023. Dechema e.V. 2023. p. 611-620. (Proceedings of the European Conference on Games-based Learning). doi: 10.34190/ecgbl.17.1.1472

Barriers and Hindrances to the Effective use of Games in Education: Systematic Literature Review and Intervention Strategies

Abstract

Publication series

Conference

Bibliographical note

Funding

Keywords

Access to Document

Other files and links

Fingerprint

Cite this