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A Systematic Review of Gamification as a Playful Strategy to Prevent Bullying
Abstract and Figures
Playful learning is an educational method in which students experience fun and curiosity in an active context that is meaningful to them. Game-based learning, serious games, and gamification can be highlighted here. The purpose of this study is to conduct a systematic review of studies that have used gamified resources as a game-based strategy for bullying prevention. For this study, a search of several databases (Scopus, PubMed, Web of Science, and Dialnet) was conducted. 606 studies were collected, of which 12 scientific studies were selected. Playful strategies are effective in identifying and processing different variables related to bullying. The use of playful strategies in the classroom has many benefits and several studies confirm that it is an effective method for raising awareness and preventing bullying.
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... On the other hand, other studies, such as that of Moukram et al. (2023), present a systematic review of the literature focused on the potential of this resource to prevent bullying. The review revealed that, in the majority of the included articles, game-based learning, particularly serious games, has been effective in preventing bullying, highlighting its impact on the development of key socio-emotional skills such as cooperation, communication, and conflict resolution. ...
... Scratch, RPG Maker, eAdventure). Additionally, video games, in particular serious games, have also been used to address socio-emotional learning (Antequera- Barroso & Carmona-Medeiro, 2024;Cejudo et al., 2020;Guerra-Antequera, 2024;Rivers & Bertoli, 2024), as well as bullying and cyberbullying (Calvo Morata & Fernández-Manjón, 2018;Garaigordobil & Martínez, 2016;Garaigordobil & Martínez-Valderrey, 2018;Guerra Antequera, 2017;Moukram et al., 2023). ...
The use of serious games has been shown to be effective in different subjects of primary education, but they can also help in tackling bullying. A serious game on this subject aimed at primary school students has been developed using RPG Maker software. These resources should be designed considering usability, so that any of their users (teachers or students) can use them properly. Once developed, the evaluation of the usability becomes relevant, leading us to two scenarios for usability evaluation by teachers. Firstly, positive evaluation by teachers regarding its usability is crucial, so that any teacher, regardless of their characteristics, can easily use the resource with their students and feel comfortable doing so. Secondly, following teaching material development models, conducting a prototype implementation and evaluation of the educational resource prior to implementation with future real recipients is imperative to ensure a positive experience for them. This study evaluates the usability of the serious game ‘About Us’ as an educational resource for tackling bullying and cyberbullying in primary education according to pre-service teachers. The 98 pre-service teachers positively evaluated the resource’s usability, and there were no differences by gender, frequency of playing video games or the technological device used to play. Significant differences were found in some specific items and in the global usability value, based on pre-service teachers’ degrees and years of experience playing video games. Teacher training is essential to facilitate the use of video games into classrooms and to exploit games’ educational potential regardless of teachers’ gaming experience.
... The study highlights the value of digital tools in bullying prevention and emphasizes the influence of cultural and educational contexts on intervention outcomes. Moukram et al. (2023) conducted a comprehensive review of the use of game-based resources, including game-based learning, serious games, and gamification, in bullying prevention. They found that current research primarily focuses on serious games and game-based learning, with limited empirical studies on gamification. ...
... The literature indicates that while empirical studies combining gamification with bullying prevention remain relatively scarce (Álvarez-Bermejo et al., 2016;Moukram et al., 2023), existing research has demonstrated the potential of gamification in this field (Ros Morente et al., 2018;Gini et al., 2024;Ingram et al., 2018;Sánchez-Romero and Muñoz-Jiménez, 2024). However, most of these studies have been conducted in Western contexts, with no relevant empirical research identified in China. ...
Bullying is increasingly prevalent in Chinese schools, contributing to a rise in associated criminal cases. A key factor in this trend is the lack of comprehensive understanding of bullying. Studies indicate a clear correlation between the level of understanding of bullying and its frequency. The adverse effects of bullying are expected to persist into adulthood, particularly during the crucial phase of behavioral and cognitive development in elementary school, when children are most receptive to changes in behavior and attitudes. Traditional lecture-based methods used to teach bullying awareness to Chinese primary school students often result in boredom and disengagement, reducing their ability to comprehend and address bullying effectively. This study developed a gamified interactive e-book (GIEB) aimed at enhancing the motivation and anti-bullying knowledge of Chinese primary school students. A quasi-experimental design with pretest and posttest assessments was employed to evaluate the approach’s effectiveness. The study involved 60 third-grade students from a public primary school in Hefei, Anhui Province, China, who were randomly assigned to either an experimental group using the gamified interactive e-books (GIEB group) or a control group receiving traditional lectures (TL group). Findings indicated that the GIEB group showed significant improvements in motivation and understanding of bullying compared to the TL group. This research highlights the potential of gamified interactive e-books as effective educational tools for bullying prevention by making learning more engaging and effective. The practical implications of this study suggest that integrating gamified interactive e-books into the curriculum could significantly enhance students’ motivation to learn about bullying and their anti-bullying knowledge, ultimately contributing to more effective bullying prevention in schools.
... Si bien durante sus primeros años de desarrollo se le asoció con "videojuegos nocivos" (Grande-de-Prado et al., 2020), su implementación a lo largo de los años ha demostrado utilidad desde la educación de todos los niveles, así como en intervenciones en salud y en el área organizacional para el entrenamiento laboral (Balch et al., 2022;De Noreña Martínez et al., 2022;El Hafidy et al., 2021;Faure-Carvallo et al., 2022;Hammady y Arnab, 2022;Moukram et al., 2022). De hecho, luego del inicio de la pandemia por covid-19 y la subsiguiente cuarentena, la gamificación se convirtió en el foco de atención, dado que los docentes tuvieron que migrar hacia entornos virtuales, donde las estrategias tradicionales no resultaban suficientes para captar la atención de los estudiantes (Burlacu et al., 2023). ...
La aplicación de estrategias de gamificación en la educación superior ha cobrado especial relevancia en estos últimos años a raíz de la pandemia por covid-19. Por eso, el objetivo del presente trabajo es identificar el impacto de dichas estrategias en el aprendizaje de estudiantes universitarios. Para ello, se efectuó un análisis de revisión de revisiones en la base Scopus utilizando términos asociados a la temática en cuestión, en la que se recurrió a la plataforma Rayyan. En concreto, se seleccionaron artículos publicados entre 2019 y 2023 de significativa aportación relacionados con el uso de estrategias de enseñanza a nivel profesional. Los resultados indicaron que la mayor cantidad de trabajos fueron divulgados a partir del año 2020 en España y Estados Unidos, los cuales impactaron principalmente en la motivación, el compromiso, la participación, la interacción y el trabajo en equipo. Como conclusión, se obtuvo el 100 % de coincidencia entre los autores, al señalar que la aplicación de la gamificación a nivel universitario es una estrategia con la capacidad de generar mejoras importantes en la experiencia educativa del estudiante; sin embargo, las concomitancias sobre el impacto en los resultados académicos alcanzaron el 73 %.
... Recent research has shown the effectiveness of gaming strategies in raising awareness of different social causes, such as stigma towards people with severe mental disorders, gender equality, sexual violence, mental health or bullying (Moukram et al., 2023;Rodríguez-Ferrer et al., 2023), relating that this can occur due to the immersion produced by the narrative and game mechanics (Aura et al., 2021). However, more research is needed to understand its potential benefits for teaching and raising awareness of LGBTQ people, particularly TGD people, since the capacity of video games for the exploration and validation of gender identity as well as immersion and escapism for TGD adolescents has been observed (McKenna et al., 2022). ...
Game-based learning (GBL) has demonstrated its effectiveness in education by addressing challenges such as apathy, motivation, and active student engagement. In this article, the narrative video game “A Normal Lost Phone” has been employed to raise awareness among university students about transgender and gender diverse (TGD) individuals. The project involved 35 undergraduate students in Social Education from a university in Spain (29 females, 5 males, and 1 non-binary individual), with an average age of 20.52 years (SD = 1.82) during the academic year 2022/2023. The workshop’s main objective was to enhance undergraduate students’ training in social education and better prepare them for their future careers. The results highlight that video games can promote sensitivity and understanding of sexual and gender diversity among university students, which could have significant implications for professional training in this field. In conclusion, GBL presents promising opportunities for transforming educational practices. The integration of cooperative workshops into teaching methodologies can have a positive impact on student engagement, learning outcomes, and attitudes. Further research is needed to comprehend and effectively incorporate GBL into teaching practices fully. By harnessing the educational potential of games, we can create more engaging and effective learning environments that equip students with the necessary skills for their future careers in social education.
... La revisión de alcance proporciona evidencia sólida sobre la efectividad de la gamificación en la educación superior. (51,52) Los resultados extraídos de los artículos evaluaron el alcance e impacto del uso de softwares, aplicaciones y juegos en línea, que destacan la eficacia de estas herramientas para aumentar la conciencia, alfabetización y trabajo conjunto en la salud mental. Asimismo, se ha observado que estas intervenciones gamificadas pueden incrementar la empatía hacia personas con trastornos de salud mental, contribuyendo así a la reducción del estigma asociado en el ambiente educativo. ...
Introduction: Gamification is a playful strategy that has been used to motivate and engage people in achieving specific objectives. In the realm of education and mental health, gamification has emerged as a promising tool to enhance emotional and psychological well-being.Objetive: the aim of this paper was to conduct a scoping review of the literature to assess the effectiveness of artificial intelligence in gamification for promoting mental health among university students.Methods: An exhaustive search for scientific articles was conducted across different databases, and the PRISMA guidelines were used for its development. From an initial phase where 424 potentially relevant titles were found, 14 articles were selected for analysis. Results: the studies reviewed showed that gamification can enhance motivation and engagement, as well as improve self-esteem and self-efficacy among higher education students. Additionally, it was found that 50% of the articles had funding, showcasing the interest of higher education institutions in enhancing their quality standards.Conclusions: the published paper indicated that gamification can be executed in any field of study driven by emerging technologies such as artificial intelligence. However, it's crucial to note that the effectiveness of gamification interventions may vary depending on various factors like game design quality, implementation context, and user characteristics.
La gamificación, entendida como la aplicación de mecánicas y dinámicas propias del juego en contextos educativos, se ha consolidado como una estrategia innovadora para transformar el proceso de enseñanza-aprendizaje. El objetivo principal de esta investigación es determinar el impacto de las estrategias gamificadas sobre el compromiso de los estudiantes y su desarrollo de competencias en entornos educativos virtuales. Se estableció una metodología cualitativa con una revisión sistemática siguiendo las directrices PRISMA 2020, utilizando palabras clave en español e inglés y consultando bases de datos académicas reconocidas. El proceso incluyó criterios de inclusión y exclusión, así como una búsqueda inicial de títulos y resúmenes, una evaluación completa de los textos seleccionados y una síntesis de los datos mediante un formulario estandarizado. Los resultados obtenidos revelan que la gamificación no solo mejora el interés y la implicación del alumnado, sino que también fomenta la interacción social, la autorregulación y el desarrollo de habilidades de pensamiento crítico. Elementos como narrativas personalizadas, tableros de progreso interactivos y avatares emocionales han demostrado ser especialmente efectivos. En conclusión, la gamificación representa una estrategia prometedora para enriquecer la experiencia educativa y potenciar el aprendizaje autónomo en entornos virtuales, lo que subraya su relevancia como herramienta didáctica innovadora en la educación secundaria.
Background:
Interpersonal conflicts occur in any kind of social relation, including the field of sports. Proper emotional management can improve athletes' well-being, coexistence, and performance. This study presents the initial results of the gamified emotional education program Happy Sport in a sample of athletes in the field of non-formal education.
Methods:
The study sample consists of 194 athletes from the benjamín and alevín categories (3rd- to 6th-grade primary school children). A quasi-experimental pre-intervention and post-intervention design with a control group is followed using the Games and Emotions Scale (GES), Social Support Scale, Emotion Regulation Questionnaire for Children and Adolescents (ERQ-CA), and Bullying in Sports Questionnaire.
Results:
Statistically significant differences were found across participants in the experimental group between the pre- and post-intervention evaluations for the variables satisfaction and bullying. An analysis of the competencies related to emotion regulation revealed significant results for the experimental group for both scales (cognitive reappraisal and expressive suppression).
Conclusions:
The results show that after a training session with the gamified software Happy Sport, children's satisfaction increased and bullying levels decreased. Changes in cognitive reappraisal and expressive suppression may also be explained by the training received.
Resumen. Ante la falta de motivación e implicación del alumnado surgen nuevas estrategias metodológicas que acercan los procesos educativos a los intereses y a las necesidades del estudiante del siglo XXI. Entre ellas destaca la gamificación, que consiste en aplicar los elementos propios del juego en contextos no lúdicos. Esta revisión sistemática pretende conocer la incidencia que la gamificación ha alcanzado en el ámbito educativo español para poder determinar en qué etapas y en qué asignaturas se está aplicando, sobre qué variables se incide y qué resultados se están obteniendo. Para ello se consultaron las bases de datos electrónicas Web of Science (colección principal), Eric y Scopus, contemplando los principios establecidos por la declaración PRISMA para revisiones sistemáticas. De los 118 artículos cribados por el título y el resumen y leídos en su totalidad, solo 15 propuestas cumplieron los criterios de inclusión. En la distribución por etapas educativas el 66.7% de los artículos pertenecen al ámbito universitario, el 20 % a educación secundaria, el 6,7% a bachillerato y el 6,7% restante combinaba el programa en primaria y secundaria. En términos globales, más de la mitad de las propuestas (un 60%) incidieron en variables motivacionales. A pesar del enorme auge de la gamificación en los últimos años, se ha identificado la necesidad de un mayor rigor metodológico y una descripción más exhaustiva de las propuestas para valorar su verdadera potencialidad en nuestro país. Palabras clave: gamificación, educación, aprendizaje, motivación, instituto, bachillerato, universidad. Abstract. In order to face the lack of motivation and involvement of the student body new methodological strategies have emerged aiming to bring the educational processes closer to the interests and necessities of the 21st century's students. Among them, gamification stands out as a strategy that consists of applying elements from the games in non-ludic contexts. This systematic review seeks to know the impact that gamification has reached in the Spanish educational field to determine in which stages and which courses it is being applied to, on which variables it has an impact on and what are the results that we are obtaining. In order to do this, we consulted digital databases such as: Web of Science (main collection), Eric and Scopus. The principles established by the PRISMA declaration were taken into consideration. Out of the 118 articles filtered by title and abstract, and then read in its entirety only 15 proposals fulfilled the inclusion criteria. In the distribution via different education stages, 66.7% of the articles fall into the category of university education, 20% belongs to mandatory high school education, 6.7% falls into the category of Spanish baccalaureate and the remaining 6.7% combined the program on mandatory primary school and secondary school education. If we think in global terms, more than half of the proposals (60%) had an impact on motivational variables. Despite the rise of gamification in the last few years it has been identified a necessity for a higher methodological exactitude and a more exhaustive description of proposals to value their true potentiality in our country. Introducción En una sociedad en continua transformación, la edu-cación es una de las áreas que se enfrenta a más cambios y retos para dar respuesta a las necesidades del alumnado, considerándose el conjunto de elementos que constitu-yen el sistema educativo actual como obsoletos al no llegar a adaptarse a las demandas actuales (Giménez-Giubbani, 2016; Severín, 2017). Uno de los aspectos que mayor incidencia tiene en dicha circunstancia es 2021, Retos, 42, 507-516 © Copyright: Federación Española de Asociaciones de Docentes de Educación Física (FEADEF) ISSN: Edición impresa: 1579-1726. Edición Web: 1988-2041 (https://recyt.fecyt.es/index.php/retos/index) que las instituciones educativas se preocupan habitual-mente más por los resultados que por los procedimien-tos, más por lo que los docentes enseñan que por lo que los estudiantes aprenden, más por la calificación que por la evaluación (Cornellà & Estebanell, 2018). Las res-puestas a los problemas actuales tienden a sostener una mirada retrospectiva más que a inventar una propuesta prospectiva (Ortega-Navas, 2016). Esta realidad pro-voca falta de compromiso e implicación en el alumnado al no considerar lo que aprende como significativo, pro-vocándole una enorme desmotivación
Background:
Gamified reward systems, such as providing digital badges earned for specific accomplishments, are related to student engagement in educational settings. The purpose of this study was to conduct a meta-analytic review to quantify the effects of gamified interventions on student behavioral change.
Methods:
A meta-analysis was performed using the following databases: The Academic Search Complete, Communication & Mass Media Complete, Education Source, ERIC, Library Information Science & Technology Abstracts, and PsycINFO. Inclusion in the review required: (a) peer-reviewed conducted between 2010 and 2019, (b) experimental controlled design, (c) gamification elements, and (d) educational setting.
Results:
Using a random-effects model, a statistically significant (Cohen's d (ES) = 0.48, 95% CI = 0.33, 0.62) gamification effect was evidenced by moderate and positive grand effects sizes (ES). Gamification effects were higher with adults in higher education (ES = 0.95) than K-12 students (ES = 0.92). Brief interventions delivered in days or less than 1 week were significantly more effective (ES = 1.57) than interventions lasting up to 20 weeks (ES = 0.30). Interventions incorporating gamification elements across years (ES = -0.20) was adversely associated with behavioral change.
Conclusions:
Findings suggest that short-term over longer-term gamified interventions might be a promising way to initiate changes in learner's behaviors and improve learning outcome.
Educational gamification consists of the use of game elements and game design techniques in the educational context. The objective of this study is to examine the existing evidence on the impact of educational gamification on student motivation and academic performance in the last five years in order to analyze its distribution over time, educational level, variables, and most used game elements, and know the advantages of its implementation in the classroom. For this, a systematic review is proposed through the Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) methodology in three multidisciplinary databases, through an exhaustive search with inclusion and exclusion criteria on quantitative experimental studies that explore gamification in educational centers, which provide information about the most current lines of research. Fourteen studies were included in this review. These used experimental or quasi-experimental designs. Most of them report gamification as a valid learning strategy. The results support the conclusion that educational gamification has a potential impact on the academic performance, commitment, and motivation of students. Therefore, this study implies the need to expand research on the needs and challenges of students when learning with gamified techniques.
Serious games have proven to be educational tools with numerous positive effects, capable of promoting learning, changing behavior, or improving training and skills development, among other effects. Serious games can also be applied to address and prevent social problems. This study describes the experiments and analyses we have carried out to test the effectiveness of Conectado, a serious game created to prevent bullying and cyberbullying in schools by increasing awareness of the problem in players. We have used the results from these experiments to answer different research questions regarding the game’s acceptance and effectiveness, validating several characteristics of the game design. We have also studied the influence of players’ characteristics on the effect of the game, as well as the relationship between the in-game behaviors of players and their degree of awareness. We have verified a positive effect of the game in terms of an increase of awareness regarding bullying and cyberbullying for all target users, and have provided further insight into how this increase is related to different players’ characteristics and behaviors.
This study focuses on the development of executive functions in preschool children during a series of science activities. A longitudinal play-based learning intervention was designed and implemented following the design of an educational experiment. Data were collected through visual ethnography in hot situations with adult supervision. Results show how entwined the concepts of inhibitory control and cognitive flexibility are within young children’s development. The development of cognitive flexibility or attention shifting readily occurred when there were fictive characters (such as the king and his royal family), but changing perspective toward a nonfictive environment (i.e., taking other children’s perspectives) was a more difficult and time-consuming process. This process began in an individual perspective and expanded to acknowledging others’ perspectives, then moved toward creating common perspectives or alternative narratives. Results show that science activities can be a bridge for preschool children to transfer their use of executive functions, from fairytales and games toward everyday tasks.
The purpose of this study was to combine the results of the experimental studies conducted between the years of 2000–2018 examining the effect of game-based learning method on the academic achievement of students through a meta-analysis. In this study addressing the effect of game-based learning method on the academic achievement of students, meta-analysis included 38 studies which had been issued in the databases of Google Academic and National Thesis Center of Turkish Council of Higher Education between 2010 and 2018 and selected according to certain criteria. The study also involved subgroup analyses in addition to revealing the overall effect of game-based learning on academic achievement. According to the research findings, it is possible to allege that Hedges g value which was estimated to be 1.695 for the overall effect size of game-based learning on student achievement indicates a wide-ranging effect. Furthermore, as a result of the analyses, it was revealed that the effect of game-based learning on the academic achievement of students does not differ according to the sub-dimensions of the levels of schooling, the different types of reporting and various disciplines.
Bullying is a major health problem. The KiVa antibullying program has been evaluated in Finland and other European countries, showing preventive effects on self-reported bullying victimization and perpetration. No evaluations of this program have been conducted in Latin America. A cluster randomized controlled trial was conducted at socially vulnerable schools in Santiago, Chile, to assess the effectiveness of the KiVa antibullying program in grades 5 and 6 (aged 10-12 years). Schools were randomly assigned (1:1:1) to three groups: the full KiVa group (including the online game), the partial KiVa group (did not include the online game), and the control group in which the regular school curriculum was implemented. The primary outcome was self-reported bullying victimization, assessed before the intervention (baseline) at the end of the academic year (November 2016) and post-intervention, 12 months after the baseline assessment (November 2017). This trial is registered with ClinicalTrials.gov, number NCT02898324. A total of 39 schools (13 in each group) were included; no schools withdrew. The baseline survey included 5923 participants, and the endpoint survey included 3968 participants. Participants in the partial KiVa group had lower bullying victimization at the endpoint survey than those in the control group (OBVQ-R adjusted mean difference - 0.14; 95% CI, - 0.26 to - 0.01; effect size - 0.13, 95% CI - 0.24 to - 0.01, p = 0.035). There was no effect of the full KiVa group for bullying victimization compared with the control and partial KiVa groups. Compared to the control group, participants in the partial KiVa group had lower witnessing bullying at school (adjusted mean difference = - 0.25; 95% CI - 0.45 to - 0.05; effect size - 0.18, 95% CI, - 0.32 to - 0.04, p = 0.013). No effects were found for other secondary outcomes, including bullying perpetration in any comparisons between arms. The implementation of the KiVa antibullying program had mixed results in Chile. There was only a small effect on bullying victimization and witnessing when KiVa was delivered without the online game.
Objectives
To systematically summarize research employing serious games in nurse education, to examine their effectiveness, to provide recommendations and implementation strategies, and to suggest future directions for the development and application of serious games in nurse education.
Design
A systematic review.
Data sources
An online search of the CINAHL, Medline, PubMed, EMBASE, PsycINFO, SCOPUS, and Web of Science databases, and a manual search of the reference lists of selected studies or review articles published in English and Korean between 1990 and July 2020.
Review methods.
This systematic review was conducted in accordance with the Cochrane Handbook for Systematic Reviews of Interventions. Articles that employed a serious game approach in nurse education were included. Two authors independently screened and reviewed the articles and assessed the methodological quality using the Cochrane risk-of-bias tools.
Results
A total of seven studies met the inclusion criteria: three randomized controlled trials and four quasi-experimental studies. Heterogeneity was found across all studies regarding the application of serious games, platforms, and gamification elements. Most of the studies evaluated the effectiveness of serious games using knowledge tests, while two studies evaluated skills performance. Two randomized controlled trials and two one group before and after studies reported that the use of serious games improved nursing students' and nurses' knowledge and performance.
Conclusions
This systematic review does not provide comprehensive insights into the effectiveness of serious games in nurse education. However, based on the evidence reviewed, we provide suggestions for developing and implementing serious games in nurse education to enhance students' knowledge and performance.
El presente artículo pretende cuestionar los modelos tradicionales de la Educación Física basados en el uso de libros de texto y la estandarización de los aprendizajes. Para este fin se pone el foco de atención en tendencias educativas basadas en la gamificación, la narrativa transmedia y el aprendizaje cooperativo, y se presenta una alternativa de innovación “Educación física expandida” (ExpandEF) que las integra. El desarrollo de esta experiencia ha tenido como propósito alcanzar los objetivos de materia y competencias clave en Educación Física; y potenciar el desarrollo de la competencia digital de manera específica. Para conocer la percepción del alumnado acerca de la experiencia se utilizó un cuestionario específico con preguntas cerradas y abiertas. Los resultados muestran que la motivación y el trabajo cooperativo se han visto reforzados con la estrategia de gamificación seguida. Asimismo ha promovido que el alumnado se involucrara y trabajara más en clase.Summary. The present essay seeks to challenge traditional physical-education models –based on text books– and learning standardization. For this purpose, it focuses on educational trends based on gamification, transmedia storytelling and cooperative leaning. Moreover, it shows the description of one of the teaching goals –as an example of how gamification learning works– the perception of the student body about the experience, the impact of the use of ICT, the transfer of the gamification activities and its application to other contexts. The results show that the motivation and cooperative teaching have been reinforced with the strategy of gamification and the students will work more in class.