A systematic literature review of game-based approaches in chemistry education (2014–2024)

Abstract

The purpose of this systematic literature review is to analyze the use and impact of game-based approaches in secondary school chemistry education between 2014 and 2024. More specifically, it examines the impact of gamification, game-based learning, and serious games on student academic achievement, motivation, and engagement. Based on defined inclusion criteria, 52 peer-reviewed studies were identified through a structured database search. In the past decade, there has been a significant increase in research interest in this area. In a study of three approaches, game-based learning was the most commonly employed method. The three methods, game-based learning, gamification, and serious games, were found to have a positive impact on student outcomes, particularly in terms of motivation and engagement. Furthermore, positive effects were observed on learning outcomes, especially among students with lower prior knowledge or lower academic performance. This review provides an overview of recent research on game-based learning in chemistry education and highlights its growing relevance. In the future, researchers should investigate additional variables, such as self-efficacy, emotional responses, and problem-solving skills, and investigate how different student populations may benefit from game-based strategies. Practical implications for educators are also discussed, emphasizing the need for well-planned and context-sensitive implementation in the classroom.