Navigating the Evolution of Game-Based Educational Approaches in Secondary STEM Education: A Decade of Innovations and Challenges

• Published in: Education sciences Vol. 14; no. 6; p. 662
• Main Authors: Fante, Chiara, Ravicchio, Fabrizio, Manganello, Flavio
• Format: Journal Article
• Language: English
• Published: Basel MDPI AG 01.06.2024
• Subjects: 21st century; Analysis; Behavioral Objectives; Careers; Collaboration; Curricula; Education; Educational Demand; Educational Games; Educational objectives; Educational Resources; Educational Strategies; Faculty Development; Game Based Learning; Games; Gamification; Germany; High schools; Learner Engagement; Learning activities; Learning Processes; Literacy; Mathematics education; Methods; Motivation; Outcomes of Education; Pedagogy; Peer relationships; research trends; Science education; Secondary education; secondary STEM education; STEM education; Student Interests; Student Motivation; Student participation; Teaching Methods; Technology education; textual analysis; United Kingdom; United Kingdom; Germany
• ISSN: 2227-7102; 2227-7102
• DOI: 10.3390/educsci14060662

The need to support science, technology, engineering, and mathematics (STEM) learning in secondary education is reflected in the ongoing investigation of innovative pedagogical practices, including game-based learning (GBL). Using an analysis of scholarly publications based on word co-occurrence, this study aimed to identify the main research themes addressed in the past decade by the scholarly community on game-based teaching and learning solutions in the context of STEM education in secondary schools, their evolution over time, and the key issues addressed in recent years. After a systematic selection, the titles and abstracts of the publications were collected in a text corpus and analyzed using T-LAB software version 7.2.1.4 (2022). A preliminary visual exploration of the keywords was performed to obtain an overall view of the issues addressed by the research. Specificity analysis was then applied to identify, for each subset of the corpus identified by the years of publication, the evolution of themes reflected in a change in the frequency of lemma use. Finally, to explore the most recent topics, the main thematic clusters of publications in the last three years were identified (thematic analysis of elementary contexts). The results suggest some changes in the issues addressed over the past decade, such as a shift in focus from the specific technologies and competitive elements of games to understanding how GBL can support engagement, motivation, and understanding of complex scientific concepts. The five key thematic clusters identified (“Experience”, “Application”, “Validation”, “Emotion”, and “Programming”) also indicate a stronger emphasis by the latest publications on the experiential and emotional components of learning, the need for empirical studies, and the integration of computational thinking and coding into GBL. Overall, this study indicates that GBL has the potential to become an integrated component of STEM education, evolving with pedagogical and technological innovations.