The effect of games and simulations on higher education: a systematic literature review
Open accessAbstract
The focus of higher education institutions is the preparation of future professionals. To achieve this aim, innovative teaching methods are often deployed, including games and simulations, which form the subject of this paper. As the field of digital games and simulations is ever maturing, this paper attempts to systematically review the literature relevant to games and simulation pedagogy in higher education. Two researchers collaborate to apply a qualitative method, coding and synthesizing the results using multiple criteria. The main objective is to study the impact of games and simulations with regard to achieving specific learning objectives. On balance, results indicate that games and/or simulations have a positive impact on learning goals. The researchers identify three learning outcomes when integrating games into the learning process: cognitive, behavioural, and affective. As a final step, the authors consolidate evidence for the benefit of academics and practitioners in higher education interested in the efficient use of games and simulations for pedagogical purposes. Such evidence also provides potential options and pathways for future research.
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- Authors
- Vlachopoulos, D., & Makri, A.
- Affiliations
- European University Cyprus (CY)
- Corresponding author
- Vlachopoulos, Dimitrios
- Venue
- International Journal of Educational Technology in Higher Education
- Published
- 2017-07-10
- Volume
- 14
- Issue
- 1
- ISSN
- 2365-9440 (ISSN-L)
- OpenAlex
- W2626812977
- Cited by
- 776
- References
- 152
- Citations by year
- 2026: 70 · 2025: 107 · 2024: 123 · 2023: 144 · 2022: 99 · 2021: 112 · 2020: 76 · 2019: 35 · 2018: 10
- FWCI
- 6.35
- Type
- journal article
- Language
- en
- Open access
- diamond
- doi.org
- Locations
- International Journal of Educational Technology in Higher Education (publishedVersion, cc-by)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
- Redalyc (Universidad Autónoma del Estado de México) (submittedVersion)
- Funders
- Laureate Education Inc. (David Wilson Award of Excellence in Teaching and Learning)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Educational Games and Gamification
- Social Sciences › Education › Innovative Teaching Methodologies in Social Sciences
- Social Sciences › Business, Management and Accounting › Management of Technology and Innovation › Management and Marketing Education
- Keywords
- game-based learning, simulation, simulation-based training, university teaching, learning outcomes, cognitive outcomes, behavioural outcomes, affective learning outcomes, professional training
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Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
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