Abstract
Research on mobile game-based learning has been gaining attention in the past few years. To understand the potential of mobile game-based learning in STEM education, a systematic review was conducted. Based on a set of inclusion and exclusion criteria, 30 articles published during the years of 2010 through 2019 were included. Analyses were conducted to identify the contexts of studies, research foci, research methodologies, measures, research instruments, the mobile game features and so on. Based on the analyses, a comprehensive understanding of the research in mobile game-based learning in STEM education was presented, and insights and directions for future research were provided. The systematic review suggests that, although current research has greatly increased our understanding of mobile game-based learning in STEM education, future research is needed to address the fundamental question of when mobile game-based learning is an appropriate approach for learning in STEM education and when is not.
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Appendices
Appendices
Appendix A
An overview of the studies included in the review.
Authors | Year | Duration | Grade level | Sample size | Subject | Research foci |
|---|---|---|---|---|---|---|
Al-Khateeb, M. A | 2019 | Not specified | Elementary school | 66 | Mathematics | Effectiveness of using the mobile game |
Atwood-Blaine, D. & Huffman, D | 2017 | Within 1 day | Middle school | 121 | Science | Effectiveness of using the mobile game |
Barros, C., Carvalho, A. A., & Salgueiro, A. J. E | 2019 | < = 5 days | Middle school | 95 | Mathematics | Effectiveness of using the mobile game |
Bressler, D. M.; Bodzin, A. M | 2013 | Within 1 day | Middle school | 68 | Forensic Science | Flow |
Bressler, D. M.; Bodzin, A. M.; Tutwiler, M. Shane | 2019 | Within 1 day | Middle school | 202 | Forensic Science | Flow |
Bressler, D. M., & Bodzin, A. M | 2016 | < = 5 days | Middle school | 179 | Science | Flow |
Bressler, D. M., Bodzin, A. M., Eagan, B., & Tabatabai, S | 2019 | < = 5 days | Middle school | 12 | Science | Collaborative learning |
Bursztyn, N., Pederson, J., Shelton, B., Walker, A., & Campbell, T | 2015 | Within 1 day | Higher education | 146 | Geology | Students’ perceptions and experiences |
Chen, C. H., Liu, G. Z., & Hwang, G. J | 2016 | Within 1 day | Elementary school | 97 | Natural Science | Effectiveness of specific design features |
Furió, D., González-Gancedo, S., Juan, M. C., Seguí, I., & Costa, M | 2013 | Within 1 day | Elementary school | 79 | Earth Science | Effectiveness of using the mobile game |
Halloluwa, T., Vyas, D., Usoof, H., & Hewagamage, K. P | 2018 | 1–4 weeks | Elementary school | 130 | Mathematics | Effectiveness of using the mobile game |
Herodotou, C | 2018 | 1–4 weeks | Preschool | 32 | Physics | Effectiveness of using the mobile game |
Hung, C.-M., Huang, I., & Hwang, G.-J | 2014 | Within 1 day | Elementary school | 68 | Mathematics | Effectiveness of using the mobile game |
Hwang, G. -J., Wu, P. H., Chen, C. C., & Tu, N. T | 2016 | Within 1 day | Elementary school | 57 | Ecology | Effectiveness of using the mobile game |
Jagušt, T., Botički, I., & So, H.-J | 2018 | Within 1 day | Elementary school | 54 | Mathematics | Effectiveness of specific design features |
Juric, P., Bakaric, M. B., & Matetic, M | 2018 | 5–8 weeks | Middle school | 104 | Mathematics | Effectiveness of specific design features |
Kamarainen, A. M., Metcalf, S., Grotzer, T., Browne, A., Mazzuca, D., Tutwiler, M. S., & Dede, C | 2013 | < = 5 days | Middle school | 71 | Environmental Science | Effectiveness of using the mobile game |
Kim, H., Kim, P., Buckner, E., Makany, T., Taleja, N., & Parikh, V | 2012 | Within 1 day | Elementary school and middle school | 210 | Mathematics | Students’ perceptions and experiences |
Klopfer, E., Sheldon, J., Perry, J., & Chen, V. H. H | 2012 | < = 5 days | Elementary school | 20 | Meteorology | Effectiveness of using the mobile game |
Liao, C. C. Y., Chen, Z. H., Cheng, H. N. H., Chen, F. C., & Chan, T. W | 2011 | 5–8 weeks | Elementary school | 9 | Mathematics | Effectiveness of specific design features |
Özdener, N., & Demirci, F | 2019 | < = 5 days | Elementary school | 28 | Mathematics | Students’ perceptions and experiences |
Ramírez‐Donoso, L., Pérez‐Sanagustín, M., & Neyem, A | 2018 | Not specified | Higher education | 40 | Engineering | Collaborative learning |
Riconscente, M. M | 2013 | < = 5 days | Elementary school | 122 | Mathematics | Effectiveness of using the mobile game |
Sánchez, J., & Olivares, R | 2011 | 8–12 weeks | Middle school | 373 | Biology | Students’ perceptions and experiences |
Schneider, J., & Schaal, S | 2018 | Within 1 day | Varieda | 339 | Environmental Science | Effectiveness of specific design features |
Steinmaurer, A., Pirker, J., & Gütl, C | 2019 | Within 1 day | Middle school (12–15) | 30 | Computer Science | Effectiveness of using the mobile game |
Su, C. H., & Cheng, C. H | 2015 | 1–4 weeks | Elementary school | 102 | Natural Science | Effectiveness of using the mobile game |
Tlili, A., Essalmi, F., & Jemni, M | 2016 | Not specified | Higher education | 27 | Computer Architecture | Students’ perceptions and experiences |
Wijers, M., Jonker, V., & Drijvers, P | 2010 | Within 1 day | Middle school | 60 | Mathematics | Students’ perceptions and experiences |
Zhuang, Y., Wang, L., & Chiang, F. K | 2018 | Within 1 day | Middle school | 6 | Mathematics, science and Engineering | Students’ perceptions and experiences |
Appendix B
An overview of the games examined in the studies.
Authors | Year | Game name | Game info | Game features | Learning theories/principles | Individual or collaborative |
|---|---|---|---|---|---|---|
Al-Khateeb, M. A | 2019 | Math Helicopter | Learners provide correct answers to questions to receive scores, win, and go to the next level | Levels, scores | Not specified | Individual |
Atwood-Blaine, D. & Huffman, D | 2017 | The Great STEM Caper | Learners scan QR code and interact with the exhibits in the museum | Levels, points, badges, earning skills units | Not specified | Collaborative |
Barros, C., Carvalho, A. A., & Salgueiro, A. J. E | 2019 | Tempoly | Learners solve a challenge to open a temple door | Levels, medals, narrative | Gee's game-based learning principles (Gee, 2003) | Individual |
Bressler, D. M.; Bodzin, A. M | 2013 | School Scene Investigator: The Case of the Stolen Score Sheets (SSI) | Learners move throughout the school, collecting information and using their knowledge of forensic science to solve problems | Scores, narrative, role-playing | Inquiry-based learning, jigsaw pedagogy | Collaborative |
Bressler, D. M.; Bodzin, A. M.; Tutwiler, M. Shane | 2019 | School Scene Investigator: The Case of the Stolen Score Sheets (SSI) | Learners move throughout the school, collecting information and using their knowledge of forensic science to solve problems | Scores, narrative, role-playing | Inquiry-based learning, jigsaw pedagogy | Collaborative |
Bressler, D. M., & Bodzin, A. M | 2016 | School Scene Investigator: The Case of the Mystery Powder | Learners move throughout the school, collecting information and using their knowledge of forensic science to solve problems | Scores, narrative, role-playing | Inquiry-based learning, jigsaw pedagogy | Collaborative |
Bressler, D. M., Bodzin, A. M., Eagan, B., & Tabatabai, S | 2019 | School Scene Investigator: The Case of the Mystery Powder | Learners move throughout the school, collecting information and using their knowledge of forensic science to solve problems | Scores, narrative, role-playing | Inquiry-based learning, jigsaw pedagogy | Collaborative |
Bursztyn, N., Pederson, J., Shelton, B., Walker, A., & Campbell, T | 2015 | No specific name (mobile-learning game modules) | Learners virtually navigate downstream along a scaled-down Colorado River through Grand Canyon using a compass and map | Points, content unlocking | Not specified | Collaborative |
Chen, C. H., Liu, G. Z., & Hwang, G. J | 2016 | Context-aware mobile learning system | Learners move to different location on the gaming map to complete game tasks | Scores, leaderboard | Guiding and feedback strategies | Individual |
Furió, D., González-Gancedo, S., Juan, M. C., Seguí, I., & Costa, M | 2013 | AR mini-game | Learners find and collect objects using the AR capabilities to complete tasks | Object collecting, content unlocking | Gardner's (1983) theory of multiple intelligence; Kolb's (1984) theory of experiential learning | Individual |
Halloluwa, T., Vyas, D., Usoof, H., & Hewagamage, K. P | 2018 | Sellam Gannan | Learners participate in regular learning activities in a gamified environment | Stages, stars, leaderboard | Werbach's (2015) gamification framework | Collaborative |
Herodotou, C | 2018 | Angry Bird | Learners throw birds with the help of a slingshot at the piggies’ towers and bring them crashing down | Levels, points, narrative | Not specified | Individual |
Hung, C.-M., Huang, I., & Hwang, G.-J | 2014 | Multiple games (e.g. Brick breaker) | Learners answer a question when they break a brick and are awarded points when they answer it correctly | Points | Not specified | Individual |
Hwang, G. -J., Wu, P. H., Chen, C. C., & Tu, N. T | 2016 | AR-based mobile game | Learners find target ecology areas and complete learning tasks in a butterfly garden using the AR capabilities | Points, leaderboard | Learning management mechanism, gaming mechanism, learning guidance mechanism | Individual |
Jagušt, T., Botički, I., & So, H.-J | 2018 | The Math Widget | Learners attempt to solve the problems picked by the widget to gain scores | Narrative, scores, leaderboard, competition, time limit | Gamification literature | Individual |
Juric, P., Bakaric, M. B., & Matetic, M | 2018 | mGBL system | Learners attempt to solve problems, gain scores and win cups/medals | Levels, scores, cups/medals, competition | Not specified | individual |
Kamarainen, A. M., Metcalf, S., Grotzer, T., Browne, A., Mazzuca, D., Tutwiler, M. S., & Dede, C | 2013 | Ecomobile | Learners find trigger locations and complete learning tasks near a local pond with AR support | Not specified | Immersive, collaborative, situated learning | Collaborative (pairs) |
Kim, H., Kim, P., Buckner, E., Makany, T., Taleja, N., & Parikh, V | 2012 | Fire Rescue Math Game | Learners rescue people on different floors by picking the right size ladders | Levels, narrative | Not specified | Collaborative |
Klopfer, E., Sheldon, J., Perry, J., & Chen, V. H. H | 2012 | Weatherlings | Learners manage a collection of cards representing weather-dependent creatures, and pit decks of their cards against other players' decks in battles | Card battle, experience points, upgrades (levels) | Not specified | Collaborative |
Liao, C. C. Y., Chen, Z. H., Cheng, H. N. H., Chen, F. C., & Chan, T. W | 2011 | My-Mini-Pet | Learners learn with their pets and complete learning activites to take care of the pets | Narrative, EduCoins, status report | Prensky's (2001) digital game-based learning principles | Individual |
Özdener, N., & Demirci, F | 2019 | Sponge Game | Learners clean the germ with the sponge that has the correct answer to the question | Scores, hearts | Not specified | Individual |
Ramírez‐Donoso, L., Pérez‐Sanagustín, M., & Neyem, A | 2018 | MyMOOCSpace | Each team answers as many multiple-choice or alternative questions as possible in the shortest possible time | Points, stages, ranking, time limit, competition | Collaborative learning | Collaborative |
Riconscente, M. M | 2013 | Motion Math | Learners physically tilt the device to direct a falling star to the correct place on the number line using their knowledge of fraction, percentage, decimal or pie shape | Levels, scores, motion, time limit | Embodied learning | Individual |
Sánchez, J., & Olivares, R | 2011 | 3 games | Evolution: Learners develop and maintain the various animal species that exist in four environments; BuinZoo and Museum: Learners complete missions by answering multiple-choice questions when they visit a zoo and a museum | Narrative, action points, diversity scores (Status report), simulation, time limit | Not specified | Collaborative |
Schneider, J., & Schaal, S | 2018 | Geogame | Learners explore the habitat of the wildcat and manipulate factors to affect the biodiversity on Felix property | Narrative, simulation | Not specified | Collaborative |
Steinmaurer, A., Pirker, J., & Gütl, C | 2019 | sCool | Learners learn concepts in coding and computational thinking and apply them to rescue the robot, and help it repair the spaceship and escape from the planet | Levels, coins, narrative | Not specified | Collaborative (pairs) |
Su, C. H., & Cheng, C. H | 2015 | Mobile Gamification Learning System (MGLS) | Learners perform outdoor learning activities by selecting a learning game nearby and follow the learning quest | Leaderboards, badges, missions, gifts | Gamification, social constructivism | Collaborative (3–5 students) |
Tlili, A., Essalmi, F., & Jemni, M | 2016 | Science Soldier | Learners control the game character to kill the devil man and save the city | Narrative, levels, object collecting | Malone & Lepper's (1987) taxonomy of intrinsic motivations for learning | Individual |
Wijers, M., Jonker, V., & Drijvers, P | 2010 | MobileMath | Each team creates geometrical shapes on a previously defined playing field (in the real world), using a mobile phone with GPS functionality and an on-screen map | Scores, competition | "Prensky's (2001) digital game-based learning principles, the theory of Realistic Mathematics Education | Collaborative |
Zhuang, Y., Wang, L., & Chiang, F. K | 2018 | Borrow Your Enemy's Arrows | Learners build ships and use them to get arrows from one game character | Narrative, role-playing | Vygotsky's (1978) zone of proximal development, Csikszentmihalyi's (1997) flow | Collaborative |
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Gao, F., Li, L. & Sun, Y. A systematic review of mobile game-based learning in STEM education. Education Tech Research Dev 68, 1791–1827 (2020). https://doi.org/10.1007/s11423-020-09787-0
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DOI: https://doi.org/10.1007/s11423-020-09787-0