Game-based learning in computer science education: a scoping literature review

Abstract

Using games in education has the potential to increase students’ motivation and engagement in the learning process, gathering long-lasting practical knowledge. Expanding interest in implementing a game-based approach in computer science education highlights the need for a comprehensive overview of the literature research. This scoping review aims to provide insight into current trends and identify research gaps and potential research topics concerning game-based learning in computer science. Using standard methodology for scoping review, we identified 113 articles from four digital libraries published between 2017 and 2021. Those articles were analyzed concerning the educational level, type of the game, computer science topic covered by the game, pedagogical strategies, and purpose for implementing this approach in different educational levels. The results show that the number of research articles has increased through the years, confirming the importance of implementing a game-based approach in computer science. Different kinds of games, using different technology, concerning different computer science topics are presented in the research. The obtained results indicate that there is no standardized game or standardized methodology that can be used for the creation of an educational game for computer science education. Analyzed articles mainly implement a game-based approach using learning by playing, and no significant focus is given to the effectiveness of learning by designing a game as a pedagogical strategy. Moreover, the approach is mainly implemented for developing computational thinking or programming skills, highlighting the need for its implementation in other topics beyond programming.

Full text

Videnoviketal.
International Journal of STEM Education (2023) 10:54
https://doi.org/10.1186/s40594-023-00447-2
REVIEW
Game-based learning incomputer science
education: ascoping literature review
Maja Videnovik1 , Tone Vold2* , Linda Kiønig2 , Ana Madevska Bogdanova3 and Vladimir Trajkovik3
Abstract
Using games in education has the potential to increase students’ motivation and engagement in the learning
process, gathering long-lasting practical knowledge. Expanding interest in implementing a game-based approach
in computer science education highlights the need for a comprehensive overview of the literature research. This
scoping review aims to provide insight into current trends and identify research gaps and potential research topics
concerning game-based learning in computer science. Using standard methodology for scoping review, we identi-
fied 113 articles from four digital libraries published between 2017 and 2021. Those articles were analyzed concern-
ing the educational level, type of the game, computer science topic covered by the game, pedagogical strategies,
and purpose for implementing this approach in different educational levels. The results show that the number
of research articles has increased through the years, confirming the importance of implementing a game-based
approach in computer science. Different kinds of games, using different technology, concerning different com-
puter science topics are presented in the research. The obtained results indicate that there is no standardized game
or standardized methodology that can be used for the creation of an educational game for computer science educa-
tion. Analyzed articles mainly implement a game-based approach using learning by playing, and no significant focus
is given to the effectiveness of learning by designing a game as a pedagogical strategy. Moreover, the approach
is mainly implemented for developing computational thinking or programming skills, highlighting the need for its
implementation in other topics beyond programming.
Keywords Scoping review, Game-based learning, Educational games, Computer science, Computer science
education
Introduction
e world is changing very fast due to the emergence
of technology in our everyday lives. is tremendous
change can be noticed in different areas, including
education. Students are influenced by the digital era,
surrounded by technology and working with a massive
amount of digital information on an everyday base. ey
are used to interactive environments and fast commu-
nication and prefer learning by doing (Unger & Meiran,
2020). Traditional learning environments, where students
should sit and listen to the information provided by the
teachers are unacceptable for them (Campbell, 2020).
Students require active learning environments, using the
possibilities of various technology applications to gain
knowledge. ey seek more interesting, fun, motivating
and engaging learning experiences (Anastasiadis et al.,
2018).
Creating engaging learning environments can develop
students’ critical thinking, problem-solving skills, crea-
tivity and cooperation, preparing students for living in
Open Access
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licence, visit http://creativecommons.org/licenses/by/4.0/.
International Journal of
STEM Education
*Correspondence:
Tone Vold
tone.vold@inn.no
1 Center for Innovations and Digital Education Dig-Ed, Solunska glava br.3,
1000 Skopje, North Macedonia
2 Department of Business Administration and Organizational Studies,
Inland Norway University of Applied Sciences, Holsetgata 31, 2318 Hamar,
Norway
3 Faculty of Computer Science and Engineering, Ss Cyril and Methodius
University in Skopje, Rugjer Boshkovikj 16, 1000 Skopje, North Macedonia
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Videnoviketal. International Journal of STEM Education (2023) 10:54
a constantly changing world (Joshi et al., 2022; Lapek,
2018; Tang etal., 2020). Education needs to shift toward
active learning approaches that will encourage students
to engage on a deeper level than traditional lecture-based
methods (Boyer et al., 2014). To achieve this, teachers
must find an approach tied to digital tools that students
use daily (Videnovik etal., 2020).
Implementation ofagame‑based learning approach
forcreating engaging learning environments
Game-based learning is considered one of the most
innovative learning approaches for increasing students’
interest in education by playing games (Priyaadharshini
et al., 2020). It refers to using games as an educational
tool or strategy to facilitate learning and engagement (Li
etal., 2021). Game-based learning involves designing and
incorporating educational content within a game format,
where players actively participate and interact with the
game mechanics to acquire knowledge or develop skills.
Many approaches tackle the umbrella of application of
game-based learning in different educational fields. Dif-
ferent playful experiences can enable children to con-
struct knowledge by playing and exploring a real-world
problem often driven by students’ interest in inquiry
(Hirsh-Pasek, 2020). Gamification is a process that uses
game elements, such as points, rewards, badges and
competition during the learning process, establishing
interactive and engaging learning environments (Turan
et al., 2016). Gamification aims to enhance motivation,
engagement, and participation using the inherent appeal
of games. Designing interactive and entertaining games,
primarily for education, is a step forward in implement-
ing game-based learning. Serious games enable players
to cultivate their knowledge and practice their skills by
overcoming numerous interruptions during gaming (Yu,
2019). Effectively designed serious games facilitate learn-
ing by stimulating creativity, igniting interest, promoting
discourse, and cultivating a competitive drive for explora-
tion in diverse fields. Different mobile and location-based
technologies provide opportunities to embed learning
in authentic environments and thereby enhance engage-
ment and learning outside traditional formal educational
settings (Huizenga etal., 2009). ose games can simu-
late various aspects of reality, such as driving a vehicle,
managing a city, or piloting an aircraft, allowing players
to experiment and make decisions in a safe space without
real-world consequences (Toh & Kirschner, 2020).
Games enable the integration of intrinsic and extrin-
sic motivational components to create an environment,
where players feel more motivated to engage in the
activities (Hartt et al., 2020). When digital game-based
learning is implemented, including key game design ele-
ments (collaboration, choice, feedback), there is typically
a positive impact on student engagement (Serrano, 2019;
Wang et al., 2022). Students approach gameplay with
interest and dedication and are persistent in progressing
it. erefore, teachers must find different ways to imple-
ment a game-based approach in the classroom, utiliz-
ing students’ engagement, persistence and motivation
during gameplay for classroom activities. During game-
based learning, students have fun and enjoy themselves
with increased imagination and natural curiosity, which
can lead to high levels of participation and the student’s
involvement in the learning process. In this way, students
can be more successfully engaged in meaningful learning
than traditional teaching methods (Hamari etal., 2016;
Huizenga etal., 2009; Karram, 2021).
Research onusing agame‑based learning approach
ineducation
In the last decade, the game-based approach is receiving
increasing attention in the research community due to its
potential to increase students’ motivation and engage-
ment, promoting a student-centred learning environ-
ment. Many researchers show that digital game-based
learning is becoming a powerful tool in education, mak-
ing learning more enjoyable, easier and efficient (Boyle
et al., 2016; Hafeez, 2022). Implementation of a game-
based learning approach can provide students with
an engaging, motivating and stimulating environment
(Ghergulescu & Muntean, 2012; Hwang etal., 2014), sup-
porting them to focus on the task and increasing over-
all learning experiences (Hamari etal., 2016). Moreover,
game-based learning has the potential to improve stu-
dents’ competencies and academic performance (Clark
et al., 2016; López-Fernández et al., 2021a, 2021b;
Mezentseva et al., 2021; Noroozi et al., 2020; Sanchez
Mena & Martí-Parreño, 2017; Vu & Feinstein, 2017). It
presents the learners with rich, immersive environments
and experiences that are not just about learning facts but
enables the development of problem-solving, decision-
making, and strategic planning (Lymbery, 2012; Sung &
Hwang, 2013) skills. In addition, the student’s academic
achievement using a game-based approach is better than
those learning through the traditional method (Arcagök,
2021; Partovi & Razavi, 2019; Roodt & Ryklief, 2022;
Wang etal., 2022). Educational games promote active
and self-directed learning, enabling students to learn
from authentic situations and receive immediate feed-
back (Pellas & Mystakidis, 2020; Zhao et al., 2021). It
can be highly personalized, allowing students to learn at
their own pace and in a way best suited to their individ-
ual needs and learning styles, engaging them in the self-
assessment process (Videnovik etal., 2022). In a gaming
environment, students can explore different scenarios,
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Videnoviketal. International Journal of STEM Education (2023) 10:54
make choices, and learn from the consequences of their
actions without fear of making a mistake.
Despite the great potential of the game-based approach
for learning, it must be noted that developing educa-
tional games can be very complex and costly, and faces
significant challenges (Boyle etal., 2016). e process of
designing an educational game needs a lot of planning
and requires a lot of skills (Hussein etal., 2019). Teach-
ers do not have necessary skills to develop a game that
combines entertainment and educational elements to
increase student’s interest and motivation during learn-
ing (Qian & Clarck, 2016). On the other side, game devel-
opers have problem to align educational goals within
the game. In addition, the games must be well-designed
and with the right level of complexity so the learners
should not be bored or frustrated during the play (Liu
etal., 2020; Vlahu-Gjorgievska etal., 2018), taking into
account both educational and entertainment elements.
at is why educators cannot depend solely on profes-
sional game designers and must take on the responsibility
of creating these immersive learning experiences them-
selves or by engaging their students in the design process.
Game‑based learning approach incomputer science
education
e game-based approach provides a dynamic and effec-
tive way for students to learn and apply their knowledge
in a variety of subjects, such as math (Vankúš, 2021),
physics (Cardinot & Fairfield, 2019), languages (Lee,
2019), and history (Kusuma etal., 2021). is approach
allows students to learn complex concepts and skills in a
fun and interactive way while also fostering critical think-
ing and collaboration. It is particularly effective in com-
puter science, where students can learn about algorithms,
data structures, networks, software testing and program-
ming languages by designing and testing their games and
simulations (Kalderova etal., 2023). In addition, game-
based learning can help to bridge the gap between theory
and practice, allowing students to apply their knowledge
in a real-world context (Barz etal., 2023).
e importance of computer science has been empha-
sized in the last decade through different campaigns and
online platforms. eir main aim is to develop students’
computational thinking skills and attract students to
coding, mainly through a game-based approach (code.
org, codeweek.org). ey offer teachers access to mate-
rials and learning scenarios covering different unplugged
activities and block-based programming. Students have
an opportunity to play games and learn basic program-
ming concepts through fun and interactive activities,
developing collaboration and competitiveness at the same
time. Game narratives, collecting points, and immedi-
ate feedback through these games increase students’
engagement. ese platforms are a valid option for devel-
oping computational thinking at an early age and a good
way for students to develop creativity, critical thinking
and problem-solving skills (Barradas etal., 2020).
Various block-based programming languages, which
are also accessible online (Scratch,1 Snap,2 Blockly3), are
used to develop students’ computational thinking and
block-based programming skills, especially in primary
education. In addition, they support the development of
interactive projects that students can use afterward (Tsur
& Rusk, 2018). Moreover, students can develop anima-
tions, interactive stories, and games, which allow them
to engage in the coding process, learn programming con-
cepts and even learn about other computer science topics
during game design.
Topics connected with programming are the most
common in computer science, but learning how to pro-
gram is often recognized as a frustrating activity (Yass-
ine etal., 2018). Learning object-oriented programming
languages is especially difficult for students, because pro-
gramming concepts are complex, cognitively demanding,
require algorithmic thinking and problem-solving skills,
and is a long-term process (Zapušek & Rugelj, 2013).
Game-based learning stimulates active learning and
enables students to learn about programming concepts
in fun and engaging ways through visual interfaces and
engaging environments (CodeCombat,4 Alice,5 Green-
foot6). ose engaging and motivating environments ena-
ble simplifying complex programming concepts, such as
inheritance, nested loops, and recursion (Karram, 2021).
Different pedagogical strategies can be used to
implement game-based learning in computer science,
empowering students’ skills and increasing their active
engagement in learning. For example, students can
deepen their knowledge and skills on a given topic by
playing the game (Hooshyar etal., 2021; Shabalina etal.,
2017) or through the process of game design (Denner
etal., 2012; Zhang etal., 2014). In both cases, the game-
based approach can increase students’ motivation and
engagement in learning (Chandel etal., 2015; Park etal.,
2020).
1 https:// scrat ch. mit. edu/
2 https:// snap. berke ley. edu/
3 https:// block ly. games/
4 https:// codec ombat. com/
5 https:// www. alice. org/
6 https:// green foot. org/ door
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Videnoviketal. International Journal of STEM Education (2023) 10:54
Table 1 Review articles concerning the implementation of game-based approach in computer science
Title References Outcomes
A systematic review of learning object-oriented programming through serious
games and programming approaches Abbasi et al. (2017) Systematic literature review identifying serious games developed or incorporated
for learning object-oriented programming, object-oriented programming concepts
covered in those games, and programming approaches applied
Serious games to prevent and detect bullying and cyberbullying: A systematic seri-
ous games and literature review Calvo-Morata et al. (2020) The systematic literature review focused on the use of video games as tools
for the prevention and detection of bullying and cyberbullying
Fostering computational thinking through unplugged activities: A systematic litera-
ture review and meta-analysis Cheng et al. (2023) Systematic review and meta-analyses summarizing the effect of unplugged activities
on enhancing students’ computational thinking skills
Evaluating Aspects of Usability in Video Game-Based Programming Learning
Platforms Diaz et al. (2021) Scoping review of video game platforms that can be used for developing of pro-
gramming skills
A Systematic Mapping Study on Game Elements and Serious Games for Learning
Programming Dos Santos et al. (2019) Systematic review about serious games for learning programming, game elements
and methods for their evaluation
Game-Based Information Security/Privacy Education and Awareness: Theory
and Practice Karagiannis et al. (2020) Reviewing of methods and tools for deploying a game-based approach for security/
privacy learning and awareness, and their assessment
A comparative analysis of programming games, looking through the lens
of an instructional design model and a game attributes taxonomy Laporte and Zaman (2018) Qualitative, comparative analysis of 19 programming games from an instructional
and game attributes perspective
A Review of Gamification for Learning Programming Fundamental Shahid et al. (2019) Scoping review of the existing literature of serious programming games, identifying
game elements that should be included to ensure students’ active participation
Improving girls’ perception of computer science as a viable career option
through game playing and design: Lessons from a systematic literature review Sharma et al. (2021) Systematic literature review about the relation between the various games playing
or designing activities and their impact on girls’ perception of computer science
as a career choice
Cyber security training a survey of serious games in cyber security Tioh et al. (2017) A survey about background as well as the current state of serious games dealing
specifically with the topic of cybersecurity
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Videnoviketal. International Journal of STEM Education (2023) 10:54
Existing reviews ofgame‑based approach incomputer
science
Existing reviews of game-based approach in computer
science provide valuable information about the latest
trends in the implementation of game-based approach
in the last few years. Table1 presents latest trends in the
implementation of game-based learning in computer sci-
ence education.
Most of the review articles analyze publications that
describe the implementation of game-based approach
for learning programming (Abbasi etal., 2017; Diaz etal.,
2021; Dos Santos etal., 2019; Laporte & Zaman, 2018;
Shahid etal., 2019), from different aspects: game design,
game elements, or their evaluation. However, there are
some of them tackling other topics, such as cybersecurity
(Karagiannis etal., 2020; Tioh etal., 2017) or cyberbul-
lying (Calvo-Morata et al., 2020). Sharma et al. (2021)
analyzes the impact of game-based learning on girls’ per-
ception toward computer science. ere are review arti-
cles that focus on just one aspect of computer science.
For example, Chen etal. (2023) provides meta-analyses to
investigate potential of unplugged activities on computa-
tional thinking skills.
In our review, we aim to perform the broader analy-
sis of the research articles referring to the game-based
approach in various computer science topics, different
educational levels and different types of games. For that
purpose, instead of systematic review, we have opted to
perform the scoping review on significantly larger set of
articles.
Valuable insight regarding the game-based approach
in computer science has been provided in research con-
cerning different educational levels, computer science
topics, and used games. However, computer science is a
field that is changing very fast, and the number of games
that can be used for developing students’ knowledge and
skills is increasing all the time. As a result, continuous
research in this field should be done.
is research aims to elaborate on current trends con-
cerning the game-based approach in computer science.
It focuses on the educational level, covered computer
science topic, type of the game, purpose for its use, and
pedagogical strategies for the implementation of this
approach. Moreover, possible gaps and potential research
topics concerning game-based learning in computer sci-
ence in primary education are identified.
Current review
is research represents scoping review that identifies
the educational context and the type of games used for
implementing a game-based learning approach in com-
puter science. e scoping review method was selected
over systematic literature review, because we wanted to
determine the scope of the literature in the field of game-
based learning in computer science education, to exam-
ine how research is done on this topic and to identify
and analyze research gaps in the literature (Munn etal.,
2018).
Following Arksey and O’Malley (2005) five-step frame-
work, which adopts a rigorous process of transparency,
enabling replication of the search method and increas-
ing the reliability of the results, the steps of the applied
review process are: to (1) identify research questions (2)
identify relevant studies, (3) study selection of papers,
(4) charting the data, (5) summarizing and reporting the
results.
Research questions
e focus of our research was to analyze what type of
games were used in computer science, the subject’s topics
that were covered by the game and pedagogical strategies
for implementing game-based learning, comparing all
these in different educational levels. Starting from this,
our research questions are:
RQ1: What kind of educational games are usually used
during the implementation of the game-based approach
in computer science?
Various games are used to cover topics from computer
science, from block-based serious games (Vahldick etal.,
2020) to educational escape rooms (López-Pernas etal.,
2019). Using different games influences the learning pro-
cess differently (Chang etal., 2020). e RQ1 seeks to
identify and understand the types of educational games
that are commonly utilized in the context of teaching
computer science. Exploration of the variety of used
games provides insights into the different approaches,
mechanics, and formats used to enhance learning
outcomes.
RQ2: Which pedagogical strategy is mostly used in the
published research?
ere are various strategies for implementing game-
based learning in computer science education. e
implementation strategies refer to whether students
should learn by playing the game (Malliarakis etal., 2014)
or by designing a game (Denner etal., 2012). e strate-
gies can differ based on the gender of students (Harteveld
et al., 2014), students’ age (Bers, 2019), or the adopted
approach by policymakers (Lindberg et al., 2019). RQ2
aims to identify the predominant pedagogical strat-
egy employed in the published research on game-based
approaches in computer science education. By examining
the pedagogical strategies, researchers can gain insights
into the most effective instructional methods that facili-
tate learning through game-based approaches. Further-
more, the findings can inform educators and researchers
in designing and implementing effective instructional
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Videnoviketal. International Journal of STEM Education (2023) 10:54
strategies that align with the goals of computer science
education.
RQ3: Which computer science topics are covered by
the game-based approach?
Game-based learning can be used to teach differ-
ent computer science topics, from introduction top-
ics (Fagerlund etal., 2021; Mathew etal., 2019), to core
topics (Karram, 2021). RQ3 aims to provide value in
exploring the specific computer science topics addressed
through game-based approaches. In addition, it helps
identify the range of topics that have been integrated
into educational games. By understanding the com-
puter science topics covered, researchers can assess the
breadth and depth of the game-based approach and iden-
tify potential gaps or areas for further exploration in the
curriculum.
RQ4: What are the potential research topics concern-
ing the implementation of a game-based approach in
computer science?
RQ4 is essential as it seeks to identify potential areas
for future research in the implementation of game-based
approaches in computer science education. It might
include specific computer science topics (Calvo-Morata
etal., 2020), strategies to implement game-based learn-
ing in computer science (Hooshyar etal., 2021), or ways
to analyze the effects of game-based learning (Scherer
etal., 2020). By exploring research topics that have not
been extensively studied or require further investigation,
researchers can identify new directions and opportuni-
ties for advancing the field. is can contribute to the
ongoing development and improvement of game-based
approaches in computer science education, fostering
innovation and addressing emerging challenges.
Methodology
To answer research questions, we analyzed the contents
of articles published from 2017 to 2021. Due to the rapid
development of technology and change in the learnt
computer science topics as well as designed game with
new technology and tools, we have decided to research
the articles that refer just to the interval of 5 years. As
technology progresses swiftly, studying 5 year interval
of the published literature ensures that scoping review
results analyze the most current tools, approaches, and
methodologies being utilized in the field of computer sci-
ence education.
e research was done according to the PRISMA-ScR
(Preferred Reporting Items for Systematic reviews and
Meta-Analyses extension for Scoping Reviews) guide-
lines (Peters etal., 2020). e PRISMA-ScR methodology
is a structured approach used to conduct comprehensive
and transparent scoping reviews. It involves identifying
a research question, performing a systematic search of
relevant literature, applying inclusion and exclusion cri-
teria to select studies, extracting data from the included
studies, analyzing and synthesizing the data to identify
key themes or patterns, and reporting the findings. It
aims to map the existing literature on a particular topic,
identify key concepts, and examine the extent, range, and
nature of research available. It is particularly useful for
exploring complex and diverse research questions.
ere is a large number of articles regarding the topic,
so performing this kind of research manually seemed
like labor-intensive work. erefore, we have identified
the opportunity to use the Natural Language Processing
(NLP) toolkit (Zdravevski et al., 2019) to automate the
literature search, scanning, and eligibility assessment.
We have used this toolkit for article identification and
selection (i.e., scanning procedures and eligibility criteria
assessment). e search considered articles indexed in
four digital libraries: IEEE, PubMed, Springer and Else-
vier. e NLP toolkit requires structured data input com-
prising keywords, properties, property groups, required
relevance, included sources, and start and end years.
e provided keywords serve as search criteria within
available libraries, acting as the primary filter to deter-
mine which articles will be gathered for further analysis.
At the beginning of setting up the NLP toolkit for the
research, to address different games that can be used in
education, we have identified the main keywords to be
"Serious Games", "Educational Games", "Games in educa-
tion" or "Games for learning". e NLP toolkit used these
keywords to identify the potentially relevant articles in
the mentioned digital libraries.
Furthermore, the NLP toolkit was adjusted to search
specific properties (words or phrases) within the title,
abstract, or keywords of already identified articles to
select relevant articles in more detail, according to the
features (properties groups) of the game-based learning
approach that we are interested in: subject, educational
level, educational context, purpose and used technology.
Properties groups address synonyms and various ver-
sions of the phrase (e.g., educational games and serious
games). To be included in the results, at least one repre-
sentative from each property group must appear in the
title or abstract of the article, thereby functioning as a
secondary filter for identifying relevant articles.
e property group "subject" was set as mandatory
during the search, because we were interested in ana-
lyzing articles that refer to game-based learning just in
computer science. Since the name of this subject is dif-
ferent in different countries, we have used synonyms,
such as "programming", "coding", and "informatics". e
property group "age" or educational level included differ-
ent synonyms for primary and secondary education, as
well as higher education, although we did not make this
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Videnoviketal. International Journal of STEM Education (2023) 10:54
property mandatory. To search about the used technol-
ogy (web, online, mobile, augmented reality, virtual real-
ity), we have set one property group to include a different
kind of used technology, and we also set a property group
that refers to the aim of using these educational games
(to achieve students’ engagement, increase motivation,
evaluation of educational results, etc.). A more detailed
description of the properties groups is given in Table2.
e following input parameter for the NLP toolkit set-
up is the minimum relevant properties. In this research,
it was set that each article has to contain a minimum of
two of the previously defined properties to be considered
relevant. e quality analysis of the relevant articles fol-
lowed in the next step of the methodology.
Study selection
e initial search in four digital libraries: IEEE, PubMed,
Springer and Elsevier, has identified 43,885 articles con-
cerning using game-based learning in computer science.
After articles had been identified based on the specified
keywords and retrieved from the publishers, the dupli-
cates were identified according to the article DOI as their
unique identifier and removed, which has decreased
the number of articles to 21,002. In the next step, the
articles selection (screening and eligibility assessment)
procedures followed, discarding articles not published
in the required period or for which the title or abstract
could not be analyzed because of parsing errors, unavail-
ability, or other reasons. e screening process elimi-
nated 11,129 articles and the remaining 9873 articles
underwent an automated eligibility assessment using the
advanced NLP toolkit functionalities. e automated
eligibility analysis involved the following processing:
tokenization of sentences (Manning etal., 2014; Webster
etal., 1992) and English stop words removal, stemming,
and lemmatization using the Natural Language Toolkit
library (Bird, 2006). Furthermore, articles containing
less than two properties were removed, which left 1209
articles eligible for further manual analysis and inclusion
in identifying the research trends and summarizing the
results.
For each of the articles from the collection of relevant
articles, the toolkit automatically generated a biblio-
graphic file (as defined by BibTeX reference management
software). is file was manually analyzed in more detail
to identify the most relevant articles for the purpose of
our study. First, the abstract was read to see whether the
article was relevant, and if that did not provide enough
information, the whole article was read. For each of
the research questions we used the same approach, but
with different focuses. For the first research question,
we looked for any specific game name. For the second
research question, we were looking for any mentioning
of the pedagogical approaches or strategies. For the third
research question, we looked for different computer sci-
ence topics used in computer science curricula. In that
way, the most relevant articles concerning first three
research questions were identified. e last research
question is related to future potential research topics
in the field of game-based learning in computer science
education, so it was not used during this phase of selec-
tion of relevant articles.
As a result of the manual analysis of articles’ titles,
articles that did not refer to computer science subjects
were excluded, which left just 206 articles. We could
not obtain the full text for some of articles, so they were
excluded from further analyses. Some articles did not
refer to using games to teach computer science topics,
so they were also removed. e same was the case with
a few articles not written in English. Finally, we had 125
relevant articles.
Nine relevant articles were review papers that referred
to different game-based learning approaches at different
educational levels. Among identified articles is a book
describing different teaching methods in computer sci-
ence education, including game-based learning (Haz-
zan et al., 2020). Two book chapters refer to different
approaches of using game-based learning in education
(Bellas etal., 2018; Zaw & Hlaing, 2020). ese articles
were also excluded from the list.
Finally, we finished the selection process and got 113
relevant articles using educational games in computer
science that were the subject of further analysis.
Table 2 NLP toolkit input parameters: keywords, properties, and property groups
Input parameter Natural language processing toolkit input parameters
Keyword Serious Games OR Educational Games OR Games in education OR Games for learning
Property Group Subject Computer Science, programming, coding, informatics
Age primary education, K12, primary school, pupils, elementary school, secondary edu-
cation, high school, adolescents, teenagers, secondary school, university
Purpose engagement, Quality of Experience, educational evaluation, learning achievement,
interest, motivation, game evaluation
Technology Web, online, mobile, augmented reality, virtual reality
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Page 8 of 23
Videnoviketal. International Journal of STEM Education (2023) 10:54
The information flowchart presenting the num-
bers of identified, screened, processed, and removed
articles in the automated NLP procedure and articles
removed during the manual analysis is presented in
Fig.1.
After the final identification of the most relevant
studies concerning game-based learning in computer
science, summaries were developed for each article.
Information about their correspondence to education,
educational level, used game, type of the game, cov-
ered computer science topic, educational context and
general usefulness of the article was provided.
Fig. 1 Flowchart of the PRISMA-SCR-based selection process
Fig. 2 Distribution of the published articles through the years
Content courtesy of Springer Nature, terms of use apply. Rights reserved.

Page 9 of 23
Videnoviketal. International Journal of STEM Education (2023) 10:54
Results
Distribution ofpublished articles throughtheyears
e distribution of the articles concerning the game-
based approach in computer science through the years is
presented in Fig.2. It can be noticed that the number of
articles was increasing through the years, but then sud-
denly, in 2021, that number decreased. e reason might
be found in the situation with the pandemic, because
in 2020 and 2021, most of the schools were closed. In
some of them, the teaching was transferred online,
which resulted in a huge change in the way of teaching
and learning, and it was a period of adaptation for teach-
ers and students at the same time, which might lead to a
decrease of the research articles.
Distribution ofpublished articles percountry
e distribution of the published articles per country dif-
fers from country to country. Figure3 presents the dis-
tribution of published articles per country, showing only
the countries that have more than five published articles
concerning game-based learning between 2017 and 2021.
Most articles are published in the United States, followed
by Brazil and Greece.
Further analysis of the relevant articles depending on
the country, where the research was conducted, shows
that just 17 (of 113) articles are joint work of researchers
from different countries. Moreover, just two present joint
research on game-based learning from three countries.
e first one describes the methodology implemented
within the European initiative Coding4girls, which pro-
poses to teach coding through a game design based on
a design thinking methodological approach linked to
creativity and human-centred solutions (De Carvalho
et al., 2020). e second joint research (Agbo et al.,
2021) describes the students’ online co-creation of mini-
games to develop their computational thinking skills.
Interestingly, all other published articles describe imple-
menting a game-based learning approach in computer
science in the local context, making it difficult to general-
ize the conclusions and the research outcomes.
Distribution ofpublished articles bypublisher
Most of the relevant researched articles are published
by IEEE Xplore (86 of 113) but mostly published as part
of the proceedings at different conferences. is might
explain why the number of published articles from IEEE
Xplore differs from other publishing companies. Figure4
presents the distribution of the articles by each of the
publishers in detail, comparing published articles in jour-
nals and at conferences.
Distribution ofpublished articles byeducational level
Identifying the number of articles according to the edu-
cational level was more complicated due to the differ-
ent educational systems in different countries, resulting
in a different understanding of the terms “primary”, and
“secondary” education. In some countries, the same
educational level is entitled as “primary”, and in oth-
ers as “lower secondary” or even “middle school”. For
example, in some countries, the primary school includes
6–14-year-old students; in others, it is divided, so there
are primary (from 6 to 10years), middle (11–13years)
and high schools (14–18years); and in some, there are
even lower secondary school (12–16 years). erefore,
we have tried to combine different categories according
to the student’s age and to gather three levels: primary,
secondary and university, according to the local context
(primary education includes 6–14years, secondary edu-
cation includes 15–18years). e situation with the dis-
tribution of the relevant articles is presented in Fig.5.
It can be noticed that most of the articles concern uni-
versities, although the number of articles that concern
using games in computer science in primary and sec-
ondary schools is not small. It can be expected, because
most of the articles refer to using games for developing
Fig. 3 Distribution of the published articles per country, showing
countries with more than five published articles
Fig. 4 Distribution of the published articles by different publishers
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Page 10 of 23
Videnoviketal. International Journal of STEM Education (2023) 10:54
programming skills, which is present mainly at the uni-
versity level. However, in some countries, primary school
students learn fundamental programming concepts.
Distribution ofpublished articles bythepurpose
ofimplementation
e purpose of the research concerning game-based
learning in computer science is different and mostly
depends on the type of the game as well as the topic that
is covered by the game. e distribution of the published
articles according to the purpose of the implementation
of the research is presented in Fig.6. However, it must
be mentioned that it was difficult to distinguish the pur-
poses of implementing the game-based approach in com-
puter science, because the purpose was not clearly stated
in the articles or there was overlapping among different
categories.
In the most articles (66 of 113), the research is done
to measure students’ learning achievement or to evalu-
ate the benefits of the game-based approach by com-
paring students’ knowledge and skills before and after
implementing this approach. In addition, some articles
are interested in students’ engagement and raising stu-
dents’ interest and motivation for the learning process
by implementing a game-based approach. However, just
a few articles refer to using this approach for measuring
students’ overall satisfaction with the whole experience (3
of 113).
Distribution ofpublished articles byimplemented
pedagogical strategy andused technology
Manual analyses of the included articles gave us insight
into additional aspects of implementing a game-based
approach in computer science. When we talk about the
game-based approach, there are two main pedagogi-
cal strategies for implementation: students can learn by
playing the game, and students can learn while creating
the game. e distribution of those two approaches in
the published articles indicates that learning by playing
games is more frequently used than learning by creating
games. Only 19 of 113 relevant articles refer to the imple-
mentation of a game-based approach, where students
learn during the process of game design or are involved
themselves in the creation of the game. In most of the
articles, students just use the created game (previously
created or designed for the purpose of the research) to
develop their competencies on a given topic. Regard-
ing the technology used for the creation of the games in
the published articles, it can be noticed that most of the
games are web-based (although they have a mobile ver-
sion, too), and there are just a few articles concerning the
use of the unplugged activities as a game-based approach
for learning computer science.
Distribution ofpublished articles bycovered computer
science topic
Most of the articles concerning computer science topics
covered during the implementation of the game-based
approach refer to using to develop students’ program-
ming skills in object-oriented programming, followed by
the articles concerning block-based programming and
the development of computational thinking skills. e
number of articles that utilize the game-based approach
in all other computer science topics is significantly
smaller (in total, 14 from 113 articles). Figure7 contains
more detailed information about this distribution.
Discussion
Types ofeducational games used forimplementation
ofthegame‑based approach incomputer science
Our research aims to provide information about the lat-
est research trends concerning game-based learning in
computer science education. Table3 gives information
about the implemented game, the type of the game, the
computer science topic covered by the game, and the
Fig. 5 Distribution of the published articles in different educational
levels
Fig. 6 Distribution of the published articles according to the purpose
of the implementation
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Page 11 of 23
Videnoviketal. International Journal of STEM Education (2023) 10:54
educational level, where the research concerning the
game-based approach in computer science was carried
out. e type of the game refers to the origin of the game
creation, whether the game was already created and can
be used or is created for the research by the author or by
the students (they are learning during the game design
process).
Detailed analysis of these relevant articles shows that
different educational games are used to implement game-
based learning in computer science, implementing differ-
ent technologies for their design. Articles refer to using
different platforms, environments or engines for creat-
ing games using different technology. In primary educa-
tion, most implemented approaches include block-based
environments, such as Blocky, Snap!, and Scratch. ose
platforms give access to the already created game (De
Carvallho etal., 2020; Sáiz Manzanares etal., 2020; Vour-
letsis & Politis, 2022) but also offer possibilities a game to
be created by a teacher (Bevčič & Rugelj, 2020; Holenko
Dlab & Hoic-Bozic, 2021; Wong & Jiang, 2018) or by the
students during the learning process (Funke etal., 2017;
Zeevaarders & Aivaloglouor, 2021). Even more, their
use as a platform to code Arduino boards is presented in
two of the articles (Sharma etal., 2019; Yongqiang etal.,
2018). Block-based environments are used in the research
in secondary education, too. For example, Araujo etal.
(2018) measured students’ motivation for learning block-
based programming by involving students in creating
games in Scratch. Schatten and Schatten (2020) involve
students in creating different games using CodeCombat
during the CodeWeek initiative to increase their interest
in programming, and Chang and Tsai (2018) are imple-
menting an approach for learning programming in pairs
while coding Kinnect with Scratch.
However, in the research articles concerning secondary
education, it can be noticed that some specified games
are created by the researcher (or teacher) to develop
some concrete computer science skills. In these cases, the
articles focus on the evaluation of the effectiveness of the
game as an approach. For example, the chatbot’s serious
game “PrivaCity” (Berger etal., 2019) is designed to raise
students’ privacy awareness, as a very important topic
among teenagers.
Similarly, “Capture the flag” is a game designed for
learning about network security in a vocational school
(Prabawa et al., 2017). e effectiveness of using the
educational game “Degraf” in a vocational high school
as supplementary material for learning graphic design
subjects is measured by Elmunsyah et al. (2021). Fur-
thermore, Hananto and Panjaburee (2019) developed the
semi-puzzle game “Key and Chest” to develop algorithm
thinking skills and concluded that this digital game could
lead to better achievement than if the physical game is
used for the same purpose. e number of games devel-
oped at the university level on a specific topic by the
researchers is even more significant. However, there is
still no standardized game, and the games differ among
themselves depending on the topic covered by the game
and the country, where the game is implemented.
Only a few games are mentioned more than once in
the list of relevant articles. e implementation of “Code
defenders” to enable students to learn about software
testing in a fun and competitive way is researched by
Clegg etal. (2017) and Fraser etal. (2020). However, the
studies continue each other, presenting improvements in
the game. Different block-based programming languages
and online platforms such as Scratch, Snap!, and Code
Combat are mentioned in several articles, too. Imple-
mentation of a game-based approach during the assess-
ment process through the creation of quizzes in Kahoot
is presented by Abidin and Zaman (2017) and Videnovik
etal. (2018). Finally, several articles refer to the use of
Escape room as a popular game implemented in an edu-
cational context (Giang etal., 2020; López-Pernas etal.,
2019, 2021; Seebauer et al., 2020; Towler et al., 2020).
However, all these Escape room-style games are created
on different platforms and cover different topics. ere-
fore, it can be concluded that no standardized type of
game is implemented at a certain educational level or
concerning a specific topic.
Further analyses were done concerning the type of the
game, referring to the origin of the game: already created
and just used for the research, created by the researcher
for the purpose of the research or created by the students
during the learning process. e distribution of the num-
ber of articles according to the type of the game in differ-
ent educational levels is presented in Fig.8.
Most of the articles describe the implementation of a
game-based approach when the author creates the game
to test the game’s efficiency and make improvements
Fig. 7 Distribution of the published articles according to the covered
computer science topics
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Videnoviketal. International Journal of STEM Education (2023) 10:54
Table 3 Analyzed articles concerning the implementation of game-based learning in computer science
References Educational level Implemented game Type of the game Computer science topics
covered by the game
Abdellatif et al. (2018) University Robocode Already created Object-oriented programming
Abidin & Zaman (2017) University Kahoot Author Object-oriented programming
Agalbato and Loiacono (2018) University Robo Already created Block-based programming
Agbo et al. (2021) University Online platform Students Computational thinking
Alatrista-Salas and Nunez-Del-Prado
(2018)University CodeCombat Already created Object-oriented programming
Araujo et al. (2018) Secondary Scratch Students Block-based programming
Baek and Oh (2019) Primary Code Planet Author Object-oriented programming
Barriga & Besoaín (2020) University No specific game Students Programming principles
Berger et al. (2019) Secondary Privacy Author Internet safety
Bevcic and Rugelj (2020) Primary Snap! Author Block-based programming
Borna and Rad (2018) University Unity 3D Engine, Kahoot, Pulse Author Programming principles
Chang and Tsai (2018) Secondary Kinnect + Scratch Students Object-oriented programming
Clegg et al. (2017) University Code Defenders Author Other
Corda et al. (2019) University BashDungeon Author Basic computer science
Daungcharone et al. (2017) University PC game Author Object-oriented programming
De Carvalho et al. (2020) Primary Snap!, Run Marco, CodeCombat,
Human Resource Machine, Light Bot,
May’s journey
Already created Block-based programming
De Kereki and Adorjan (2018) University Kulami. Morelli, Pentago, FlipFlop,
Quinamid Already created Computational thinking
De Troyer et al. (2019) University TrueBiters Author Basic computer science
Dočkalová Burská et al. (2021) University Training Analysis Tool Author Internet safety
Dos Santos et al. (2018) University Code Combat, Code Hunt Already created Object-oriented programming
Duch and Jaworski (2018) University Arduino-based educational Board Students Object-oriented programming
Eleftheriadis and Xinogalos (2020) University Office Madness Author Object-oriented programming
Elmunsyah et al. (2018) Secondary Mobile-based educational game Author Object-oriented programming
Elmunsyah et al. (2021) Secondary Degraff Author Other
Emembolu et al. (2019) Primary Gamefoot engine Students Block-based programming
Evripidou et al. (2021) Primary Bee-Bot robot Students Computational thinking
Fraser et al. (2020) University Code Defenders Author Other
Funke et al. (2017) Primary Scratch Students Computational thinking
Gaborik et al. (2019) Secondary Board Nanu game Already created Object-oriented programming
Garcia-Ruiz et al. (2021) Primary Micro:bit projects Students Object-oriented programming
Gardeli and Vosinakis (2019) Primary Request Author Computational thinking
Giang et al. (2020) University Escape room Author Object-oriented programming
Gossen et al. (2018) University Games with Cinco Adventure Game
Tool Students Computational thinking
Groza et al. (2020) University MineFOL game Author Basic computer science
Gulec et al. (2019) University CONGO Author Object-oriented programming
Hananto and Panjaburee (2019) Secondary Key and Chest Author Computational thinking
Holanda et al. (2020) Secondary Kodu, MIT Inventor, Arduino, Students Object-oriented programming
Holenko Dlab and Hoic-Bozic (2021) Primary Snap! Author Block-based programming
Hong and Chu (2017) University Situated 3D game Author Object-oriented programming
Horst et al. (2019) University FunPlogs Author Programming principles
Huang et al. (2019) Secondary Set of board games Author Object-oriented programming
Huang et al. (2021) University pyMaze Author Object-oriented programming
Jagušt et al. (2018) Primary Unplugged activities Already created Computational thinking
Jovanov et al. (2017) University Unity 3D platform Students Other
Kanellopoulou et al. (2021) Primary Code Already created Block-based programming
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Page 13 of 23
Videnoviketal. International Journal of STEM Education (2023) 10:54
Table 3 (continued)
References Educational level Implemented game Type of the game Computer science topics
covered by the game
Kannappan (2019) University La Petite Fee Cosmo Author Programming principles
Kantharaju et al. (2020) University Parallel Already created Object-oriented programming
Kazimoglu (2020) University Program Your Robot Author Computational thinking
Kintsakis and Rangoussi (2017) Primary Scratch Author Block-based programming
Klimová et al. (2021) Primary Minecraft Students Object-oriented programming
Kučera et al. (2020) University Interactive application in Unity Author Object-oriented programming
Kurniawati et al. (2018) Primary 2D Maze, 3D adventures Author Block-based programming
López-Fernández et al. (2021a, 2021b) University Flappy Bird Author Programming principles
López-Fernández et al. (2021a, 2021b) University LEGO® Serious Play Students Object-oriented programming
López-Pernas et al. (2019) University Escape Room Author Object-oriented programming
López-Pernas et al. (2021) University Escape room Author Object-oriented programming
Lotfi et al. (2019) University OOP SG Already created Object-oriented programming
Malizia et al. (2017) University TAPASPlay Author Computational thinking
Martins et al. (2019) Secondary Kahoot Author Other
Meftah et al. (2019) University Marco Run Already created Object-oriented programming
Miljanovic and Bradbury (2020) University GidgetML Author Programming principles
Min et al. (2020) Primary Engage Author Block-based programming
Montes et al. (2021) Secondary DFD-C Author Object-oriented programming
Mosquera et al. (2020) Primary sCool platform Author Object-oriented programming
Nche et al. (2019) Primary CodeTracesure Author Computational thinking
Nche et al. (2020) primary Codetracesure Author Computational thinking
Noval et al. (2019) University Robocode, Battlebot Author Basic computer science
Paiva et al. (2020) University Asura environment Students Object-oriented programming
Pila et al. (2019) Primary Daisy the Dinosaur, Kodable Already created Block-based programming
Popović et al. (2017) Primary Angry Birds Already created Computational thinking
Prabawa et al. (2017) Secondary Capture the flag Already created Internet safety
Priyadarshini et al. (2020) University The game-based learning mobile
app Author Object-oriented programming
Rajeev and Sharma (2018) University Vizard platform Author Object-oriented programming
Riera et al. (2019) University HOME I/O, Scratch 2.0 Already created Basic computer science
Roussou and Rangoussi (2020) Primary Robot Code & Go Robot Mouse Students Computational thinking
Rozali and Zaid (2017) University Mobile game Author Other
Sáiz Manzanares et al. (2020) Primary Blockly Games Already created Block-based programming
Schatten and Schatten (2020) Secondary CodeCombat Students Block-based programming
Seebauer et al. (2020) University Escape Room Author Basic computer science
Seralidou and Douligeris (2020) Primary Kodu Game Lab, Light Bot, Kahoot,
Scratch Students Programming principles
Sharaf et al. (2020) Primary Treasure hunt style game Author Object-oriented programming
Sharma et al. (2019) Primary Scratch + Arduino Students Block-based programming
Shim et al. (2017) Primary Robot game Students Object-oriented programming
Siakavaras et al. (2018) University Platforms for LBG—Tale Blazer, ARIS,
7scenes, Wherigo Author Internet Safety
Silva et al. (2020) University The Turing Project Author Basic computer science
Simões Gomes et al. (2018) Primary Code Baymax; LightBot Already created Block-based programming
Sookhanaphibarn and Choensawat
(2020)University Laptop Security, Social Network,
Cyber Defender, Quiz Tank, Cyber
Runner
Author Internet safety
Stigall and Sharma (2017) University Second Life Author Object-oriented programming
Tabuti et al. (2020) University Online migration of traditional game Students programming principles
Tacouri and Nagowah (2021) University Code Saga Author Object-oriented programming
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Page 14 of 23
Videnoviketal. International Journal of STEM Education (2023) 10:54
based on the feedback received by the students. e
number of games created by the author is the biggest
at the university level, and the most balanced distribu-
tion of different kinds of games (created by the author,
students or already created) is present in primary edu-
cation. Interestingly, the most significant number of
articles that concern using games created by students is
in primary education. It shows that students in primary
education have been the most involved in the process
of game design, although they are young and have less
knowledge and skills than students at other educational
levels. is could be result of the fact that the articles that
refer to primary education present a game’s design only
in a block-based environment and using basic program-
ming concepts. However, research articles do not refer to
a standardized methodology of a framework for the crea-
tion of a game, and each game is designed individually
depending on the used technology, topic and educational
level.
Pedagogical strategies forimplementation
ofthegame‑based approach incomputer science
A detailed analysis of the pedagogical strategies for
implementing a game-based approach shows that most
relevant articles use games as a tool for learning the
content. is trend continues in the recent period as
well (Kaldarova et al., 2023). Hence, students play the
game (already created or created by an author) to gather
knowledge or develop their skills. Detail distribution of
the research articles regarding pedagogical strategies for
implementing a game-based approach is presented in
Table 3 (continued)
References Educational level Implemented game Type of the game Computer science topics
covered by the game
Taylor et al. (2019) Secondary IntelliBlox toolkit Students Block-based programming
Towler et al. (2020) University Logic Descent—Escape room Author Basic computer science
Tretinjak (2019) Secondary Unplugged games Author Computational thinking
Vahldick et al. (2020) University NoBug’s, SnackBar Author Computational thinking
Valle et al. (2017) University Testing Game Author Other
Venkatesh et al. (2021) Primary Unplugged activities Author Computational thinking
Ventura et al. (2017) University Video games using Unity3D Students Object-oriented programming
Videnovik et al. (2018) Primary Kahoot Author Basic computer science
Visoottiviseth et al. (2018) University Lord of Secure Author Internet safety
Voštinár (2021) Primary MakeCode Arcade Author Block-based programming
Vourletsis and Politis (2022) Primary Games in Scratch Already created Computational thinking
Wong and Jiang (2018) Primary Games in Scratch Author Computational thinking
Wong and Yatim (2018) University Greenfoot, Darwin
CodeCombat Author Object-oriented programming
Wong et al. (2017) University The Odyssey of Phoenix Author Object-oriented programming
Workman et al. (2021) University Secure Code Warrior Already created Internet safety
Xian (2021) University Sandbox game LE Author Object-oriented programming
Yallihep and Kutlu (2020) Primary Lightbot Already created Object-oriented programming
Yokoyama et al. (2020) University R PA Author Object-oriented programming
Yongqiang et al. (2018) Primary Scratch + Arduino Students Block-based programming
Yücel and Rızvanoğlu (2019) Primary Code Combat Already created Block-based programming
Zapata-Cáceres & Martín-Barroso
(2021)Primary Visual environment Blue Ant Code Author Computational thinking
Zeevaarders and Aivaloglou (2021) Primary Scratch Students Object-oriented programming
Zhao et al. (2021) University Three games on NEWTELP platform Author Object-oriented programming
Fig. 8 Distribution of the published articles according to the game
designer in different educational levels
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Page 15 of 23
Videnoviketal. International Journal of STEM Education (2023) 10:54
Fig.9 and more detailed data can be found in Table3.
Some articles explain how students learn during the pro-
cess of the creation of a game. ose are different games
at different educational levels, but they all concern the
process of designing a game on some platform that will
develop their programming skills. Unfortunately, no arti-
cle describes the process of developing students’ knowl-
edge and skills on different computer science topics than
programming while designing a game. It is a critical gap
that should be considered as a topic in future research: to
see whether students can learn about other computer sci-
ence topics during the game creation process (while they
develop their programming skills).
Computer science topics covered bygame‑based approach
incomputer science
Figure10 gives insight into the distribution of the rel-
evant articles concerning the computer science topic
covered by the game-based approach. e topic that is
mainly taught by a game-based approach at university
is object-oriented programming. e situation is similar
in secondary schools. Game-based approach is suitable
classroom strategy for fostering higher order thinking
skills, such as problem solving, group collaboration,
and critical thinking, that are developed during learning
object-oriented programming, which is consistent with
previous research conducted by Chen etal. (2021).
is can be expected, because the topic is complex for
the students, and teachers must find different approaches
and strategies to make it more understandable. In addi-
tion, in those educational levels, there is a distribution of
the articles in different mentioned computer science top-
ics (although it is not equally distributed).
However, if we analyze the topics covered by the game-
based approach in primary education, it can be noticed
that this approach is implemented in several topics only,
mainly connected with the development of students’
computational thinking skills and fundaments of pro-
gramming languages (see Table3 for detailed overview).
is trend continues in the recent years (Cheng etal.,
2023; Mozelius & Humble, 2023).
Students in primary education mostly learn block-
based programming languages, so it is expected that this
will be the most frequent topic covered by the game-
based approach. However, some articles also refer to
object-oriented programming taught in upper grades.
e interesting finding is that there are no articles about
using educational games to learn other computer sci-
ence topics, such as hardware, some applications, net-
works, and cybersecurity, in primary education, as there
are in other educational levels. For example, there are
Fig. 9 Distribution of the published articles according
to the implemented pedagogical strategy
Fig. 10 Distribution of the published articles concerning the covered computer science topics
Content courtesy of Springer Nature, terms of use apply. Rights reserved.

Page 16 of 23
Videnoviketal. International Journal of STEM Education (2023) 10:54
two articles that elaborate on learning about internet
safety using games in secondary education (Berger etal.,
2019; Prabawa etal., 2017), and no article on game-based
learning for internet safety in primary education. is
lack of research articles concerning using the game-based
approach for learning other topics in computer science
in primary education can help identify potential future
research topics.
Potential research topics concerningthegame‑based
approach incomputer science
While the lack of research articles concerning using the
game-based approach for learning other topics in com-
puter science in primary education is a good starting
point for identifying potential future research topics, it
is important to consider it in combination with practical
constraints such are lack of knowledge, access to tech-
nology or teacher training on a specific subject. In that
context, “Identifying the challenges, opportunities and
solutions for integrating game-based learning methods
in primary schools for specific computer science topics”
can be a future research topic. It should be noted, that
although some articles on specific topics can be found in
the recent literature (Alam, 2022), there is a huge pool of
topics, such are internet safety and digital citizenship that
can be explored in this context.
ere is an evident lack of articles on the use of game-
based learning in primary and secondary schools. e
findings in the existing literature that elaborate on how
specific game design elements influence the learning
process are minimal (Baek & Oh, 2019; Dos Santos etal.,
2019; Emembolu etal., 2019; Kanellopoulou etal., 2021).
ese findings, combined with the finding of a limited
number of articles that use existing games in the process
of learning, define the potential future research topic
"Assessing the role of game design elements in enhanc-
ing engagement and understanding of computer science
concepts among primary and/or secondary school stu-
dents". is research topic can use conceptual framework
that investigates how specific elements of game design
can contribute to increased engagement and improved
understanding of computer science concepts in primary
or/and education.
is research topic includes various specific research
questions and theoretical frameworks. One possible set of
research questions can investigate the specific elements
of game design that can be incorporated into educational
games or learning activities to enhance the learning expe-
rience. ese elements may include interactive interfaces,
engaging narratives, immersive environments, feedback
mechanisms, competition or collaboration features, lev-
els of difficulty, rewards, and progression systems. Differ-
ent theories such are social cognitive theory (Lim etal.,
2020) and self-determination theory (Ryan et al., 2006)
can be used to better understand the motivational fac-
tors of different game design elements (interactivity, chal-
lenges, and rewards), and how they influence student
engagement and sustain student interest and active par-
ticipation in computer science learning.
All mentioned research questions can be investigated
by conducting experiments, surveys, observations, or
interviews to gather quantitative and qualitative data on
student experiences and perceptions. Combined with
data from learning outcomes, these potential findings
can provide the information about overall effectiveness of
using the elements of a game-based approach to learning
computer science in primary schools.
Limitations
is scoping review focuses on the articles in four digital
libraries, potentially leaving a significant number of arti-
cles out of the analyzing process.
Using the NLP toolkit automates searching for rele-
vant articles. Undoubtedly, a human reader might better
understand the context and better assess the relevance
of an article and potentially include some articles that
NLP toolkit classified as irrelevant. In addition, after the
initial selection by NLP toolkit, we performed the qual-
ity assessment of the identified articles, for each of the
research questions. In that way, we ensured that only
relevant articles are included in the study, but it might
happen that, due to the phase of selection some relevant
articles were omitted from the study.
Detailed meta-analyses within the selected group of
articles concerning a particular research feature can fur-
ther contribute to the existing body of knowledge. Simi-
lar analyses exist, but not on learning computer science
(Gui etal., 2023). For example, in our manuscript, we did
not consider the size of the student population, existence
of the control group of students, or replicability of the
studies.
Conclusion
is scoping review discusses implementation of
game-based approach in computer science by analyz-
ing research articles in four digital libraries published
between 2017 and 2021. In total, 113 research articles
were analyzed concerning the educational level, where
the game-based approach is implemented, the type of the
game, covered computer science topic, pedagogical strat-
egy and purpose of the implementation. e results show
that the number of research articles is increasing through
the years, confirming the importance of implementing
a game-based approach in computer science. Most of
these articles refer to the research in just one country,
in the local context, making it difficult to generalize the
Content courtesy of Springer Nature, terms of use apply. Rights reserved.

Page 17 of 23
Videnoviketal. International Journal of STEM Education (2023) 10:54
research outcomes and conclusions on the international
level.
e article presents various games using various tech-
nologies concerning several computer science topics.
However, there is no standardized game or methodol-
ogy that can be used for designing an educational game.
Implemented game in each of the researched articles
depends on the educational level, covered topic and game
type. From our findings, it is evident that most articles
refer to the implementation of the game-based approach,
where students gather the necessary knowledge and skills
while playing a game. Just a few of them incorporate the
process of learning by designing educational games, and
this learning is connected to developing computational
thinking or programming skills.
Potential future research might be focused on iden-
tifying the challenges, opportunities, and solutions for
integrating game-based learning methods for a specific
computer science topic. Example topics might be inter-
net safety and digital citizenship.
e lack of research articles on game-based learning
in primary and secondary schools, along with limited
findings on the influence of game design elements, high-
lights the need to assess how different elements enhance
engagement and understanding of computer science
concepts.
Acknowledgements
Not applicable.
Author contributions
VT and AMB had the idea for the article. TV defined the methodological steps.
MV and AMB performed the literature search and data analyses. Data analyses
were supported by VT and LK. MV drafted the article, while TV critically revised
the work.
Funding
No funding was received for conducting this study.
Availability of data and materials
All data generated and analyzed during this study are included in this article.
Declarations
Competing interests
The authors declare that they have no competing interests.
Received: 27 March 2023 Accepted: 18 August 2023
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