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Gamified Project-Based Learning: A Systematic Review

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Blended Learning: Engaging Students in the New Normal Era (ICBL 2022)

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Abstract

With the continuous development of information technology and the comprehensive requirements for students’ capacity, project-based learning (PBL) and gamified learning have been receiving widespread attention. Some researchers have begun to explore the integration and complementarity of PBL and gamified learning, and have started to practice gamified PBL (GPBL) instructional models in various teaching fields. This study provides a systematic review of literature about GPBL in the past six years. This study finds that current research characteristics of GPBL showed some variability, and the application modes of GPBL can be divided into four types: applying structure gamification to PBL, applying content gamification to PBL, using systematic educational game software as the knowledge carrier, project base or task scenario in the project and using game-making as the main PBL activity. Most of the studies affirmed the positive effects of GPBL in enhancing students’ learning experiences and interests, subject knowledge and learning outcomes. Finally, several suggestions for future research arose from this review. Researchers need to explore the effects of GPBL by expanding its scope of inquiry on the one hand, and to establish a scientific evaluation system on the other, which will help promote the quality of learning activities and students’ reflection.

Foundation: Peking Univeristy Big Data in Education Research Project: The Effectiveness of Online Education (2020ZDA01).

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Authors and Affiliations

  1. Lab of Learning Sciences, Graduate School of Education, Peking University, Bei**g, China

    Wendan Huang & Junjie Shang

  2. Central China Normal University, Wuhan, China

    **uhan Li

Authors
  1. Wendan Huang
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  2. **uhan Li
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  3. Junjie Shang
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Correspondence to Junjie Shang .

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Editors and Affiliations

  1. The Hong Kong Polytechnic University, Hong Kong, China

    Richard Chen Li

  2. Hong Kong Metropolitan University, Hong Kong, China

    Simon K. S. Cheung

  3. The Hong Kong Polytechnic University, Hong Kong, China

    Peter H. F. Ng

  4. Tung Wah College, Hong Kong, China

    Leung-Pun Wong

  5. Hong Kong Metropolitan University, Hong Kong, China

    Fu Lee Wang

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Huang, W., Li, X., Shang, J. (2022). Gamified Project-Based Learning: A Systematic Review. In: Li, R.C., Cheung, S.K.S., Ng, P.H.F., Wong, LP., Wang, F.L. (eds) Blended Learning: Engaging Students in the New Normal Era. ICBL 2022. Lecture Notes in Computer Science, vol 13357. Springer, Cham. https://doi.org/10.1007/978-3-031-08939-8_27

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  • DOI: https://doi.org/10.1007/978-3-031-08939-8_27

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  • Publisher Name: Springer, Cham

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