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
N1 - Publisher Copyright:
© 2023 Dechema e.V.. All rights reserved.
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 -
