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Cited by 853Educational Games and GamificationInnovative Teaching Methodologies in Social SciencesManagement and Marketing Education

The DOI matches its Crossref record; 147 of the 152 references it cites were found in a registry or an index.

The effect of games and simulations on higher education: a systematic literature review

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Vlachopoulos, Dimitrios, Makri, Agoritsa·2017·International Journal of Educational Technology in Higher Education
DOI 10.1186/s41239-017-0062-1
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Abstract

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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Crossref · 10.1186/s41239-017-0062-1

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Fig. 1 Classification of games and simulations
Fig. 1 Classification of games and simulationsCC-BY · From the PDF
Fig. 2 The inclusion and exclusion criteria
Fig. 2 The inclusion and exclusion criteriaCC-BY · From the PDF
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Fig. 6 Years of published articles
Fig. 6 Years of published articlesCC-BY · From the PDF
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Citations

Cites

Show all 152 references

Research works printed but not linked: 11

  1. Ahmad, S. M. S., Fauzi, N. F. M., Hashim, A. A., & Zainon, W. M. N. W. (2013). A study on the effectiveness of computer games in teaching and learning. International Journal of Advanced Studies in Computers, Science and Engineering, 2(1), 1.
  2. Andreu Andrés, M. A., & García Casas, M. (2011). Perceptions of gaming as experiential learning by engineering students. International Journal of Engineering Education, 27(4), 795–804.
  3. Arias Aranda, D., Haro Domiguez, C., & Romerosa Martinez, M. M. (2010). An innovative approach to the learning process in management: The use of simulators in higher education. REVISTA DE EDUCACION, 353, 333–334.
  4. Bausch, L., Beran, J., Cahanes, S., & Krug, L. (2008). Physiological responses while playing Nintendo Wii sports. Journal of Undergraduate Kinesiology Research, 3, 19–25.
  5. Chiang, Y. T., Lin, S. S. J., Cheng, C. Y., & Liu, E. Z. F. (2011). Exploring online game players’ flow experiences and positive affect. The Turkish Online Journal of Educational Technology, 10(1), 106–114.
  6. Cvetić, B., Vasiljević, D., & Danilović, M. (2013). DRP game: New tool to enhance teaching and learning in logistics and supply chain management. In 1st Logistics International Conference (pp. 299-303).
  7. Hsu, Y.-C., Ho, H. N. J., Tsai, C.-C., Hwang, G.-J., Chu, H.-C., Wang, C.-Y., & Chen, N.-S. (2012). Research trends in technology-based learning from 2000 to 2009: A content analysis of publications in selected journals. Educational Technology & Society, 15(2), 354–370.
  8. Liao, Y.-W., & Wang, Y.-S. (2011). Investigating the factors affecting students’ continuance intention to use business simulation games in the context of digital learning. In International Conference on Innovation, Management and Service (pp. 119-124).
  9. Pløhn, T. (2013). Nuclear mayhem-a pervasive game designed to support learning. In European Conference on Games Based Learning (p. 475). Academic Conferences international limited.
  10. Sawyer, B. (2002). Serious games: Improving public policy through game-based learning and simulation. USA: Woodrow Wilson International Center for Scholars.
  11. Tao, Y. H., Yeh, C. C. R., & Hung, K. C. (2015). Validating the learning cycle models of business simulation games via student perceived gains in skills and knowledge. Educational Technology & Society, 18(1), 77–90.

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Metadata

Authors
Vlachopoulos, D., & Makri, A.
Affiliations
European University Cyprus (CY)
Corresponding author
Vlachopoulos, Dimitrios
ORCID
Venue
International Journal of Educational Technology in Higher Education
Publisher
Springer Science and Business Media LLC
Published
2017-07-10
Volume
14
Issue
1
ISSN
2365-9440 (ISSN-L)
DOI
10.1186/s41239-017-0062-1
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
Licence
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 › Education › 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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