Popular game elements used in designing game-based learning STEM application for school students – A review
There are a variety of educational games produced for studies in game-based learning (GBL) with a specific design to achieve the most efficient stage of learning for school students. However, there is a lack of evidence showing the most suitable and effective game element instilled in the GBL ST...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Penerbit Universiti Kebangsaan Malaysia
2020
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| Online Access: | http://journalarticle.ukm.my/17191/ http://journalarticle.ukm.my/17191/1/01.pdf |
| _version_ | 1848814250499244032 |
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| author | Aisyah Nadhirah Juhari, Mimi Hani Abu Bakar, |
| author_facet | Aisyah Nadhirah Juhari, Mimi Hani Abu Bakar, |
| author_sort | Aisyah Nadhirah Juhari, |
| building | UKM Institutional Repository |
| collection | Online Access |
| description | There are a variety of educational games produced for studies in game-based learning (GBL) with a specific design to
achieve the most efficient stage of learning for school students. However, there is a lack of evidence showing the most
suitable and effective game element instilled in the GBL STEM application. Most of the papers studied on GBL have proven
the effectiveness aspect in other STEM subjects, however very little discussed in the domain of sustainable energy. Thus,
this study aimed to analyse the most common game element applied in designing GBL that achieved the best result for
students in learning the STEM subjects. Each game element targeted a different kind of learning results such as student’s
learning performance, knowledge level, cognitive effect, and enjoyment. A systematic review was conducted following the
specification of the PRISMA checklist to examine past studies. After carefully screening the articles, only twelve published
articles met the specification. The finding showed that most common game elements included in designing the GBL,
dominated by the level of challenges, followed by rewards/items, feedback, clear goal and time pressure. The finding also
included the percentage of most STEM subject studied in GBL and the impact from the GBL STEM application. This review
hopes to assist researchers in making a better decision when designing a game application for GBL in sustainable energy
subject, from the aspect of students’ age and gender. |
| first_indexed | 2025-11-15T00:31:06Z |
| format | Article |
| id | oai:generic.eprints.org:17191 |
| institution | Universiti Kebangasaan Malaysia |
| institution_category | Local University |
| language | English |
| last_indexed | 2025-11-15T00:31:06Z |
| publishDate | 2020 |
| publisher | Penerbit Universiti Kebangsaan Malaysia |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | oai:generic.eprints.org:171912021-07-27T01:58:57Z http://journalarticle.ukm.my/17191/ Popular game elements used in designing game-based learning STEM application for school students – A review Aisyah Nadhirah Juhari, Mimi Hani Abu Bakar, There are a variety of educational games produced for studies in game-based learning (GBL) with a specific design to achieve the most efficient stage of learning for school students. However, there is a lack of evidence showing the most suitable and effective game element instilled in the GBL STEM application. Most of the papers studied on GBL have proven the effectiveness aspect in other STEM subjects, however very little discussed in the domain of sustainable energy. Thus, this study aimed to analyse the most common game element applied in designing GBL that achieved the best result for students in learning the STEM subjects. Each game element targeted a different kind of learning results such as student’s learning performance, knowledge level, cognitive effect, and enjoyment. A systematic review was conducted following the specification of the PRISMA checklist to examine past studies. After carefully screening the articles, only twelve published articles met the specification. The finding showed that most common game elements included in designing the GBL, dominated by the level of challenges, followed by rewards/items, feedback, clear goal and time pressure. The finding also included the percentage of most STEM subject studied in GBL and the impact from the GBL STEM application. This review hopes to assist researchers in making a better decision when designing a game application for GBL in sustainable energy subject, from the aspect of students’ age and gender. Penerbit Universiti Kebangsaan Malaysia 2020 Article PeerReviewed application/pdf en http://journalarticle.ukm.my/17191/1/01.pdf Aisyah Nadhirah Juhari, and Mimi Hani Abu Bakar, (2020) Popular game elements used in designing game-based learning STEM application for school students – A review. Jurnal Kejuruteraan, 32 (4). pp. 559-568. ISSN 0128-0198 https://www.ukm.my/jkukm/volume-324-2020/ |
| spellingShingle | Aisyah Nadhirah Juhari, Mimi Hani Abu Bakar, Popular game elements used in designing game-based learning STEM application for school students – A review |
| title | Popular game elements used in designing game-based learning STEM application for school students – A review |
| title_full | Popular game elements used in designing game-based learning STEM application for school students – A review |
| title_fullStr | Popular game elements used in designing game-based learning STEM application for school students – A review |
| title_full_unstemmed | Popular game elements used in designing game-based learning STEM application for school students – A review |
| title_short | Popular game elements used in designing game-based learning STEM application for school students – A review |
| title_sort | popular game elements used in designing game-based learning stem application for school students – a review |
| url | http://journalarticle.ukm.my/17191/ http://journalarticle.ukm.my/17191/ http://journalarticle.ukm.my/17191/1/01.pdf |