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IJORER : International Journal of Recent Educational Research
Homepage : https://journal.ia-education.com/index.php/ijorer
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p-ISSN : 2721-852X ; e-ISSN : 2721-7965
IJORER, Vol. 5, No. 6, November 2024
Page 1506-1521
© 2024 IJORER :
International Journal of Recent Educational Research
1506
The Role of Multiplayer Online Educational Games in Enhancing
Critical Thinking
Nuraziera Mohd Hatta1, Ibrahim Ahmad1*, Mohd Hafiz Zakaria1,
Heru Astikasari Setya Murti2, Ulka Chandini Pendit3
1 Universiti Teknikal Malaysia Melaka, Malaysia,
2 Universitas Kristen Satya Wacana Salatiga, Central Java, Indonesia
3 Sheffield Hallam University, United Kingdom
DOI: https://doi.org/10.46245/ijorer.v5i6.713
Sections Info
ABSTRACT
Article history:
Submitted: October 31, 2024
Final Revised: November 15, 2024
Accepted: November 23, 2024
Published: December 07, 2024
Objective: This research aims to determine the role of multiplayer online
educational games in enhancing students' critical thinking skills.
Method: This study utilizes a systematic review method guided by the
Preferred Reporting Items for Systematic Reviews and Meta-Analyses
(PRISMA) approach. A comprehensive search was conducted using Scopus,
PubMed, and Web of Science (WoS) databases, identifying studies that
focused on multiplayer online educational games and their impact on critical
thinking skills. Out of 910 studies identified, 20 met the inclusion criteria
after a rigorous screening. Results: The results indicate a positive association
between multiplayer educational games and enhancing critical thinking
skills across various educational settings. Key aspects extracted include game
design, educational context, participant demographics, and methodologies
for assessing critical thinking outcomes. However, variability in game
designs and measurement tools highlights a need for standardized
assessment approaches in future research. Novelty: This review underscores
the evolving potential of multiplayer online educational games as innovative
tools for developing critical thinking skills. With the increasing integration of
digital technologies in education, this study sheds light on how game-based
learning can address 21st-century educational needs by fostering essential
cognitive skills.
Keywords:
Critical Thinking Skills;
Multiplayer Educational;
Systematic Review.
INTRODUCTION
Critical thinking is increasingly recognized as a core competency for students in the 21st
century due to its essential role in navigating the complexities of modern life. The rapid
technological, economic, and societal changes demand that individuals possess the
ability to adapt and innovate, making critical thinking a vital skill for success and
prosperity in this era (Todorova, 2024). It equips students with the ability to solve
problems, make informed decisions, and generate innovative solutions, which are
crucial for personal and professional development (Mardatillah & Prayudha.S, 2024).
Educational strategies such as Problem-Based Learning (PBL) have effectively enhanced
critical thinking skills, as evidenced by significant improvements in students' abilities to
understand and apply complex concepts (Wardani & Fiorintina, 2023).
Furthermore, critical thinking is closely linked to logical reasoning, which provides a
foundation for understanding and evaluating information critically, thus enabling
individuals to combat misinformation and make sound judgments. Integrating critical
thinking into educational curricula prepares students to tackle complex challenges and
fosters a lifelong learning mindset, encouraging adaptability and continuous skill
development (Ramamonjisoa, 2024). Therefore, developing critical thinking skills is
about enhancing academic performance and preparing students to become responsible,
The Role of Multiplayer Online Educational Games in Enhancing Critical Thinking
1507
engaged citizens capable of contributing meaningfully to a globalized society
(Ramamonjisoa, 2024). This holistic approach to education emphasizes the importance
of nurturing curiosity and creativity, allowing students to explore diverse perspectives
and solutions (Axmetovna, 2024).
Traditional methods of teaching critical thinking often rely on established
pedagogical techniques that emphasize structured problem-solving and clear
communication, as highlighted by Carina Nădăban, who underscores the role of
educators in directing the development of students' critical thinking from an early age
through various instructional methods (Nădăban, 2023). However, there is a growing
recognition of the need for innovative approaches to enhance critical thinking skills, as
traditional methods alone may not suffice in today's rapidly changing educational
landscape. Yuliia Korneiko et al. (2023) argue that while traditional methods are
foundational, integrating innovative techniques can renew and strengthen the
educational process, suggesting that a balance between tradition and innovation is
crucial for effective education (Korneiko et al., 2023). Further, it emphasizes the
importance of innovative education in higher education, noting that modern
universities are increasingly adopting innovative methods to integrate into the global
educational space, including technology and research activities (Mnozhynska, 2022).
Identifies specific innovative strategies such as Socratic questioning, collaborative
learning, and problem-based learning as effective in promoting critical thinking,
highlighting the need for educators to implement these strategies to foster critical
thinking skills (Mittal & Anggarwal, 2023). Additionally, the transformative impact of
new technologies and interactive methods in business education illustrates how
innovative approaches can radically change traditional educational paradigms
(Abdulkadir, 2023).
These insights suggest that while traditional methods provide a necessary
foundation, incorporating innovative approaches is essential to effectively develop
critical thinking skills in students across various educational contexts. Integrating
educational games into modern classrooms has been increasingly recognized as a
valuable tool for enhancing student engagement, motivation, and learning outcomes
(Harahap et al., 2024). This trend is driven by the growing acceptance of digital culture
and the potential of games to foster intrinsic motivation and connect with curricular
content (Ellsworth, 2023). Using game-based learning platforms, which incorporate
gaming elements into educational activities, has shown promising results in boosting
student engagement and productivity by creating a balance between subject matter and
gameplay (Ismaizam et al., 2022).
The differences between single-player and multiplayer educational games are
multifaceted, encompassing design, learning outcomes, and user engagement. Single-
player educational games are characterized by data-intensive structures, formal rules,
and a focus on direct transfer and individual learning, which can lead to a more
straightforward and controlled learning environment (Nuryadin et al., 2022). In
contrast, multiplayer educational games are process-intensive and incorporate social
rules, promoting engagement, collaboration, and debate, which can lead to more active
and meaningful learning experiences (Yudin et al., 2023). Multiplayer games,
particularly in virtual reality settings, have been shown to enhance enjoyment and
reduce annoyance compared to single-player experiences, suggesting that collaborative
aspects can significantly improve the game experience (Hansen et al., 2020).
Furthermore, multiplayer games can foster continuous improvement and engagement
The Role of Multiplayer Online Educational Games in Enhancing Critical Thinking
1508
by allowing users to compete with friends, which can be particularly beneficial for
lower-grade students who show better improvement in such environments (Atanasova,
2024; Asadi et al., 2021). However, integrating multiplayer games into educational
settings presents challenges, such as the need for varied gameplay mechanics and
content integration, which are crucial for creative learning and maintaining user
engagement (Atanasova, 2024; Alwhaibi et al., 2024; Garneli et al., 2021; Heryanto &
Rosmansyah, 2024; Damaševičius & Sidekerskienė, 2024; Lucy et al., 2021).
Despite the growing interest in multiplayer educational games (MMOEG), there is
limited consolidated evidence on their impact on critical thinking skills. Existing studies
often vary in methodology, game design, and assessment measures, making it
challenging to draw consistent conclusions (Laine & Lindberg, 2020; Tao et al., 2021;
Makri et al., 2021; Russell et al., 2021; Tian et al., 2022). To address these gaps, this
systematic review uses the Preferred Reporting Items for Systematic Reviews and Meta-
Analyses (PRISMA) guidelines, ensuring a structured and transparent analysis of
relevant literature (Arya et al., 2021; Rethlefsen et al., 2021; Prill et al., 2021; Oláh et al.,
2020; Kolaski et al., 2023). By following PRISMA, this review offers a rigorous approach
to synthesizing current findings and identifying areas for future research (Askarizad et
al., 2024; Chigbu et al., 2023; Kraus et al., 2024; Anton et al., 2023; Thanasi-Boçe et al.,
2023). The primary objective of this study is to assess the effectiveness of MMOEG in
enhancing critical thinking skills among students. This review synthesizes studies
published in academic databases, including Scopus, PubMed, and Web of Science
(WoS), up to 2023. Articles were selected based on specific inclusion criteria focused on
game design, educational context, and critical thinking outcomes (Mao et al., 2022; Puig
et al., 2020; Bakhtiari et al., 2024; Gomez et al., 2023; Zaremohzzabieh et al., 2024). This
review contributes valuable insights for educators, researchers, and game designers
seeking to integrate critical thinking into educational gaming frameworks (Dimitri et
al., 2021). By examining MMOEG, this study highlights their potential as dynamic tools
for cognitive skill development and sets a foundation for future research on effective
game-based learning strategies (Hartt et al., 2020).
With the growing use of multiplayer educational games to support 21st-century
skills, this review uniquely consolidates recent findings on the effectiveness of these
games in fostering critical thinking. This study aims to guide future development in the
educational game sector by identifying familiar game mechanics and proposing
standardized assessment criteria (Kalogiannakis et al., 2021; Gris & Clarissa, 2021;
Jääskä et al., 2021). This review contributes novel insights into the effectiveness of
multiplayer educational games as tools for critical thinking, providing the first
systematic synthesis of current findings under the PRISMA framework. By identifying
trends, challenges, and opportunities within existing research, this study establishes a
foundation for improved design and assessment of educational games (Valverde et al.,
2020; Ofosu, 2020; Greenhow et al., 2022; Araújo et al., 2021; Mourtzis et al., 2022).
Recent research has demonstrated the potential of game-based learning to enhance
critical thinking and engagement. Studies such as Efendi (2023), Fatih (2024), and
Solikah (2023) show how multiplayer games promote problem-solving, cognitive skills,
and collaboration, all of which are integral to critical thinking. Additionally, Lee (2023)
and Chainilpan (2024) have highlighted the growing use of multiplayer online
educational games (MOEGs) in developing higher-order thinking skills and fostering
analytical capabilities. Although these studies highlight the potential of MOEGs in
enhancing critical thinking, more systematic reviews are needed to consolidate these
The Role of Multiplayer Online Educational Games in Enhancing Critical Thinking
1509
findings across recent studies. This review fills this gap by synthesizing emerging
trends and identifying critical factors contributing to developing critical thinking skills
through MOEGs.
RESEARCH METHOD
This review was performed according to the PRISMA guidelines, thus providing a
comprehensive framework that objectively assesses quality indicators and the risk of
biases in included studies. Eligibility Criteria: A total of 910 studies from Scopus, n =
451; Web of Science, n = 232; and PubMed, n = 227 were identified via the initial search
process. Initially, a comprehensive search was performed to identify relevant articles
published between 2018 and 2024. Only the most recent studies within a five-year range
were selected to ensure the relevance and recency of the data analyzed. Information
Sources and Search: To ensure comprehensive literature retrieval, this research
systematically searched PubMed, Scopus, and Web of Science for studies published
from January 2015 to 2024. Our search, focusing on MOEGs and critical thinking, was
limited to articles and book reviews in English and Malay involving human subjects. In
PubMed, researchers used a combination of MeSH (Medical et al.) terms and keywords.
In Scopus and WoS, researchers employed similar strategies. Additionally, researchers
manually reviewed the reference lists of selected publications and examined key
journals in educational technology and game-based learning for further relevant
studies. Study Collection & Selection Process: All papers were initially screened by
reading the abstract of potentially interesting research. Further examination was done
by reading the full papers to remove those which did not fit the criteria. After the title
and abstract of each study were examined, 860 studies were excluded due to
unsuitability for the present review. A further 18 studies were excluded due to
duplication (n=15) and only having an abstract (n=3). Consequently, a total of 32
studies were selected for the eligibility phase. Out of these, four studies were excluded
mainly for (i) language issues (n=4), (ii) unpublished dissertations (n=2), and (iii)
problem-solving and social interaction (n=6). Following this procedure, 20 empirical
studies fully met the previously stipulated eligibility criteria for inclusion in the
systematic review process in Figure 1.
The Role of Multiplayer Online Educational Games in Enhancing Critical Thinking
1510
Records identified through database searching (n=910); Web of Science
(n=232), PubMed (n=227), Scopus (n=451),
Records screened (n=35)
Records excluded after the title and
abstract examination (n= 860);
Records after duplicates
removed (n=15);
Records excluded for
having only abstract (n=3)
Full-text papers assessed
for eligibility (n=32)
Full-text papers excluded
for:
language issues (n = 4), being
unpublished dissertation (n = 2),
problem solving & social interaction
(n = 6).
Studies included for review (n=20)
Identification of studies via online database
Identification
Screening
Include
d
Eligibility
Figure 1. PRISMA flow diagram of the study selection process.
RESULTS AND DISCUSSION
Results
This study addresses the following research question, RQ: How do multiplayer online
educational games (MMOEG) enhance critical thinking skills in students? To investigate
this research question, a comprehensive analysis of 18 carefully selected studies was
conducted, all focusing on implementing online educational games to improve critical
thinking skills. Table 1 presents the articles referenced in this review. The findings
indicate that MMOEG can significantly enhance critical thinking by engaging students
in interactive, problem-based scenarios and supporting the educational impact
emphasized in the research question. The discussion of these findings follows Table 1,
providing further insights into the educational benefits and challenges associated with
MMOEG.
Discussion
Multiplayer educational games significantly enhance students' critical thinking skills by
providing interactive and engaging learning environments. These games leverage
digital technology to create complex scenarios requiring players to analyze, evaluate,
and make decisions based on evidence and logic, fostering critical thinking. For
instance, mobile-based game applications in high school sociology classes have
significantly improved students' critical thinking skills, categorizing the approach as
efficient in building 21st-century competencies (Efendi & Qodr, 2023). Similarly,
augmented reality-based Science Learning Games (SLG) have substantially improved
The Role of Multiplayer Online Educational Games in Enhancing Critical Thinking
1511
science literacy and critical thinking skills among Grade 6 students, with posttest scores
significantly higher than pretest scores (Fatih et al., 2024). Game-assisted problem-based
learning (PBL) also effectively enhances critical thinking and learning motivation, as
evidenced by increased test scores and observations in classroom settings (Solikah et al.,
2023). The integration of interactive multimedia in Android-based platforms further
enhances critical thinking by providing a medium for students to actively engage with
learning materials (Hamdani et al., 2022). Theoretical frameworks, such as the Game
Framework Analysis (GAF) model, suggest that educational games manage cognitive
load effectively, facilitating deeper conceptual understanding and application of
knowledge (Davis, 2020).
Additionally, collaborative problem-solving within game-based learning environments
has been identified as an effective method for promoting critical thinking, with
significant effect sizes reported in meta-analyses (Xu et al., 2023). Overall, integrating
multiplayer educational games in learning contexts enhances critical thinking skills and
supports the development of cognitive abilities and motivation, making them a
valuable tool in modern education. Multiplayer educational games significantly
enhance critical thinking by providing interactive and immersive learning
environments that engage students in problem-solving and decision-making processes.
Integrating gamified elements into mobile learning platforms has been shown to
foster critical thinking by creating dynamic environments that encourage learners to
engage in decision-making scenarios and collaborative experiences, which are essential
for developing critical thinking skills. Similarly, digital game-based learning (DGBL)
environments, particularly those incorporating puzzle boxes in virtual reality settings,
have been found to enhance reasoning and analytical skills, thereby expanding the
cognitive demands placed on learners and improving their critical thinking capabilities
(Lee et al., 2023). Game-based learning frameworks, especially those embedded within
socio-constructivist environments, have been positively received by students,
enhancing engagement, understanding, and teamwork, which are crucial for cultivating
critical thinking and collaboration skills in hybrid learning settings (Mai et al., 2024).
Furthermore, educational digital games based on phenomenon-based learning have
demonstrated significant improvements in students' critical thinking skills, as
evidenced by higher posttest scores compared to pretest scores (Chainilpan et al., 2024).
Informatics educational games, designed with higher-order thinking skill questions,
have significantly improved students' critical thinking abilities, as indicated by
increased scores in experimental settings (Samin & Efendi, 2022).
Additionally, interactive game-based assessments using simulation tasks have
proven effective in measuring critical thinking, offering a dynamic approach to
evaluating complex higher-order competencies (Wang et al., 2021). While some games,
like the card game "Follow Me," aim to develop critical thinking in countering fake
news, the results suggest further refinement to achieve statistically significant
improvements (Pomichal & Trnka, 2023). Overall, through their interactive and
engaging nature, multiplayer educational games provide a valuable platform for
enhancing critical thinking skills across various educational contexts.
The Role of Multiplayer Online Educational Games in Enhancing Critical Thinking
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Table 1. Research results in the article.
Author
(Year)
Research Result
Agus Efendi
(2023)
The effectiveness of mobile game-based learning was further
supported by N-Gain score analysis, which demonstrated that the
developed mobile game learning products were efficient in enhancing
students' critical thinking skills, thereby contributing positively to
their overall academic performance in sociology.
Mohamad Fatih
(2024)
The effectiveness of this study was demonstrated through significant
improvements in students' critical thinking and science literacy skills,
with Pretest scores increasing from 72.21% to 93.57% for critical
thinking, and from 74.28% to 92.14% for science literacy in the Posttest
results.
Umi Nur Solikah
(2023)
Data analysis from pretests and posttests indicated significant
improvements in both critical thinking skills and student motivation,
confirming the effectiveness of the PBL model integrated with games
in enhancing these educational outcomes.
Salma Almira
Hamdani
(2022)
The research demonstrated that all 30 students improved their critical
thinking skills after using the Android-based interactive multimedia,
as indicated by the positive ranks in the data analysis. No hostile
ranks suggested a decrease in scores from the pretest to the posttest.
Jason Stratton Davis
(2020)
The Game Framework Analysis (GAF) model, developed from the
Interactive Qualitative Analysis (IQA) process, indicates that games
create complex learning environments that effectively manage
cognitive load, facilitate optimal use of working memory, and result in
effective learning outcomes.
Dwi Sulisworo
(2024)
The findings indicate that gamified mobile learning is an effective tool
for enhancing critical thinking skills. Leveraging the motivational
aspects of games encourages learners to engage in critical thinking,
problem-solving, and a deeper understanding of the material.
Enwei Xu
(2023)
The meta-analysis revealed that collaborative problem-solving is an
effective teaching approach for fostering students' critical thinking. Its
significant overall effect size of 0.82 indicates a strong positive impact
on learners' ability to engage in critical thinking practices.
Vanessa Ortega-
Quevedo
(2023)
The study demonstrated significant improvements in both critical
thinking skills and concepts of the nature of science and technology
among the 130 sixth-grade students, as evidenced by a mean increase
of 0.34 on a 2-point scale regarding their understanding of the
dependence on the use of new technologies from pretest to posttest
assessments.
Boon Giin Lee
(2023)
The integration of puzzle boxes within a virtual reality-based
educational game significantly enhances students' critical thinking and
engagement. Participants reported high motivation to play the game
despite the challenges posed by the puzzles. They found the
experience to be engaging, creative, and innovative.
Neo Mai
(2024)
Students very positively received the game-based learning
environment, significantly improving learner engagement,
experiences, and technology support. Students reported enhanced
enjoyment, understanding, teamwork, and real-world relevance
during their learning process.
Taree Chainilpan
(2024)
The average critical thinking skill scores of students who engaged
with the educational digital game were significantly higher than those
The Role of Multiplayer Online Educational Games in Enhancing Critical Thinking
1513
Author
(Year)
Research Result
who did not use the game, indicating a positive impact on critical
thinking skills at a significance level of .05.
Evangeli Boti
(2023)
The research demonstrated that using digital simulation games
significantly improved students' critical thinking skills compared to
traditional teaching methods.
Samin
(2022)
The study found that the use of informatics educational games
significantly improved students' critical thinking skills. The
experimental class showed an N-Gain of 0.63 in the medium category,
compared to the control class, which had an N-Gain of 0.43, also in the
medium category.
Dang Wang
(2021)
The study found that students exhibited hesitance in querying others
and demonstrated weaknesses in applying critical thinking to
problem-solving. This aligns with previous research that suggests
students infrequently utilize critical thinking to address complex, real-
world problems.
M. Esther Del-Moral
(2018)
The analysis of war video games reveals that while some games
effectively address critical issues related to war, such as ethical
dilemmas involving child soldiers and the economics of war, the
majority tend to trivialize the subject matter, presenting it through
hyper-realistic simulations that may not foster critical thinking.
Vajk Pomichal
(2023)
The study investigated the effects of a game-based instruction
approach, explicitly using bingo games and a mobile application, on
enhancing motivation among participants.
Wei-Lun Chang
(2024)
The data collected from the experiment provided insights into
students' attitudes toward fake news, which can inform the
development of future games and educational experiments aimed at
enhancing critical thinking and resilience against misinformation.
Mahmood H. Hussein
(2019)
The educational computer game Ecoship Endeavour significantly
improved the critical thinking skills of fifth-grade students who
participated in the experimental group, indicating the effectiveness of
the digital game-based learning (DGBL) approach in fostering critical
thinking in elementary science education.
Impact of Multiplayer Online Educational Games on Critical Thinking Skills
Multiplayer online educational games have been shown to impact the development of
critical thinking skills among students significantly. These games provide dynamic and
interactive environments that encourage learners to engage in problem-solving,
decision-making, and collaborative learning, all essential components of critical
thinking. The integration of gamified elements and digital simulations in educational
settings has been found to enhance students' ability to analyze, evaluate, and create
solutions to complex problems. Below are essential aspects of how multiplayer online
educational games influence critical thinking skills:
Digital Game-Based Learning: Digital games, such as simulation games, have
significantly contributed to developing critical thinking skills compared to traditional
teaching methods. These games provide a platform for students to engage in
interdisciplinary learning, which enhances their ability to think critically about
various subjects.
Gamified Mobile Learning: Gamified mobile learning environments offer engaging
challenges and decision-making scenarios that promote critical thinking. These
The Role of Multiplayer Online Educational Games in Enhancing Critical Thinking
1514
environments leverage the motivational power of games to inspire learners to think
critically and solve problems, providing meaningful learning experiences that
encourage active engagement and reflection.
Game-Assisted Problem-Based Learning (PBL): Game-assisted PBL has improved
students' critical thinking skills and learning motivation. This approach involves
using games to facilitate problem-solving and critical thinking processes, equipping
students with the skills to tackle complex problems.
Collaborative Learning: Game-based collaborative learning enhances critical thinking
by allowing learners to share diverse perspectives and approaches to problem-
solving. Collaborative learning conditions have been found to lead to significant
differences in critical thinking levels, suggesting that learning in pairs or groups can
result in positive intellectual outcomes.
Student Ability on Critical Thinking Skills.
Students' critical thinking abilities are crucial for academic success and practical
problem-solving in real-world situations. Critical thinking skills enable students to
analyze, evaluate, and synthesize information, equipping them to approach challenges
logically and open-mindedly (Kumar, 2024). However, fostering these skills requires
structured learning environments encouraging inquiry, reflection, and active
engagement with complex ideas. Many students exhibit basic critical thinking skills,
such as recalling facts and making straightforward inferences (Safitri, 2024). However,
developing higher-order thinking skills, such as analyzing relationships between
concepts, evaluating evidence, and making reasoned judgments, often require more
interactive, problem-based learning approaches. Multiplayer educational games
(MMOEG) provide such environments, allowing students to engage actively with tasks
that require critical analysis and decision-making. Through gameplay, students practice
reasoning, adaptability, and perspective-taking, which are fundamental to developing
advanced critical thinking abilities (As’ari, 2023). In addition, collaborative tasks within
MMOEG allow students to gain confidence in their reasoning abilities by learning to
justify their decisions and consider alternative viewpoints. This interactive and social
element of MMOEG nurtures both cognitive and social dimensions of critical thinking,
helping students build resilience, independence, and adaptability in their problem-
solving approaches (Iwan, 2023). Ultimately, providing students with opportunities to
exercise these skills within structured, interactive settings enhances their ability to think
critically and prepares them for complex academic and life challenges.
CONCLUSION
Fundamental Finding: This study highlights the significant role of multiplayer online
educational games (MMOEG) in enhancing students' critical thinking skills. Through
interactive, problem-based scenarios, MMOEG creates engaging learning environments
that foster students' analytical and evaluative abilities. The systematic review supports
the thesis that these games promote cognitive development and equip students with
essential skills for academic success and real-world problem-solving. Implication: The
findings underscore the potential of MMOEG to address 21st-century educational needs
by providing tools for developing critical thinking skills in diverse subjects and settings.
As educational institutions increasingly incorporate digital technologies, MMOEG
offers a powerful medium to cultivate independent thinking and teamwork, preparing
students for complex challenges beyond the classroom. Limitation: While this review
The Role of Multiplayer Online Educational Games in Enhancing Critical Thinking
1515
confirms a positive association between MMOEG and critical thinking, the variability in
game design, educational contexts, and assessment methods presents a limitation.
Future research should work towards standardizing these aspects to improve the
comparability and validity of results. Future Research: Further research is encouraged
to explore the long-term effects of MMOEG on critical thinking across varied age
groups and subjects. Additionally, investigating optimal game designs and assessment
tools will help refine educational game-based strategies, ensuring an even more
significant educational impact on critical thinking development.
ACKNOWLEDGEMENTS
The Ministry of Higher Education (MOHE) of Malaysia funded the study through the
Fundamental Research Grant Scheme (FRGS), No: FRGS/1/2023/FTMK/ F00545. The
Authors also thank Universiti Teknikal Malaysia Melaka (UTeM) for all the support.
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Nuraziera Mohd Hatta
Faculty of Information and Communication Technology,
Universiti Teknikal Malaysia Melaka, Malaysia
Email: nurazierahatta@gmail.com
*Ibrahim Ahmad (Corresponding Author)
Faculty of Information and Communication Technology,
Universiti Teknikal Malaysia Melaka, Malaysia
Email: ibrahim@utem.edu.my
The Role of Multiplayer Online Educational Games in Enhancing Critical Thinking
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Mohd Hafiz Zakaria
Faculty of Information and Communication Technology,
Universiti Teknikal Malaysia Melaka, Malaysia
Email: hafiz@utem.edu.my
Heru Astikasari Setya Murti
Faculty of Psychology,
Universitas Kristen Satya Wacana Salatiga, Central Java, Indonesia
Email: heru.astikasari@uksw.edu
Ulka Chandini Pendit
Faculty of business, technology and engineering,
Sheffield Hallam University, United Kingdom
Email: u.pendit@shu.ac.uk
