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LITERATURE REVIEW
Learn biology using digital game-based learning: A systematic literature review
1
Department of Biology, Faculty of Mathematics and Natural Sciences, Universitas Negeri Malang, Malang, INDONESIA
2
Biology Education Program, Faculty of Biology, Universitas Kristen Satya Wacana, Salatiga, INDONESIA
3
Department of Chemistry, Faculty of Mathematics and Natural Sciences, Universitas Negeri Malang, Malang, INDONESIA
4
Department of Earth Sciences, National Taiwan Normal University, 88, Section 4, Ting-Jou Rd., Taipei 116, TAIWAN
5
Graduate Institute of Science Education, National Taiwan Normal University, 88, Section 4, Ting-Jou Rd., Taipei 116, TAIWAN
6
National Taiwan Science Education Center, Taipei, TAIWAN
Online publication date: 2024-05-30
Publication date: 2024-06-01
EURASIA J. Math., Sci Tech. Ed 2024;20(6):em2459
KEYWORDS
ABSTRACT
The implementation of digital games in biology education has steadily increased over the past
decade. The utilization of simulation-based learning tools, such as digital games, is anticipated to
be further enhanced due to the increasing shift toward virtual learning. This review aims to explore
the existing scientific evidence and analyze the effectiveness of incorporating digital games as a
learning tool in biology education. The research methodology was a systematic literature review
of existing digital game-based learning (DGBL) in biology education. The term “digital game-based learning and education” was utilized in the search interface of the Scopus database, identifying 1,241 articles. However, only 56 articles adhered to the stipulated criteria for
subsequent analysis. Preferred reporting items for systematic reviews and meta-analyses
framework was employed for the process of inclusion and exclusion. A discernible trend of
escalating publications has been observed over the past decade. The review findings indicate that
DGBL has expanded widely, encompassing all levels of education, from elementary to higher
education, and has even been applied in professional education. Researchers primarily utilize
quantitative research methods, although qualitative methods are employed. This research found
that the complexity of DGBL research requires interdisciplinary collaboration involving science,
biomedical, education, and technology experts. In terms of content, DGBL has been used to teach
students about basic biology and practical applications of biology, such as biomedical science.
Genetics, environment, and healthcare emerged as the most frequently addressed subjects taught
using DGBL. Trends in DGBL technology usage include various platforms like computer-based,
internet-based, and mobile-based, with elements of gaming and social interaction that align with
the demands of 21st century skills. DGBL integrates with several constructivist learning approaches
like experiential learning, problem-based, inquiry-based, and inquiry-lab. Research showed that
DGBL encourages development of 21st century skills in simulated settings and real-life situations.
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