This paper closes by highlighting future trends in digital game-based learning for engineering education. The findings of this review indicate increase in the dissemination of games research and possibly in the use of games for engineering education. Eighteen empirical studies also reported some learning gains with digital games using different assessment methods.
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Software engineering education was found to evaluate the educational use of games most extensively. Based on predefined inclusion criteria, a total of 51 articles published within the last decade were analysed in detail. It also provides researchers and practitioners with insights into relevant journals and conferences, available games, research designs and assessment methods being used in digital game-based learning in the context of engineering. Most importantly, it provides insight into the application of digital game- based learning across diverse engineering disciplines.
This paper presents a review of the current practices in digital game-based learning for engineering education. With the recent COVID-19 restrictions and the move to virtual learning, the interest in and the need for virtual laboratories and technology-enhanced experiential learning tools like digital games are expected to rise. The application of digital games in higher education is on the rise in engineering. In fact, such efforts can be found in previous applications in the literature, such as video games and the corresponding significant gains in problem-solving, spatial skills, and persistence across a group of participants (Shute et al., 2015), commercial video games, and their positive effect on communication ability, adaptability and resourcefulness among learners (Barr, 2017), collaborative learning with video games methodology and its impact towards teachers' attitudes (Matrin-del-Pozo et al., 2019), video games in a traditional classroom scenario and its associated issues and challenges (Tüzün, 2007), cognitive psychology and sociological perspectives on teaching via video games as teaching and learning tools (Ray et al., 2014), and blending video games into language learning (Newcombe & Brick, 2017), among others. Recognizing that games can help prepare students for further academic endeavours (Barr, 2017), integrating such interventions into traditional education appears necessary.
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