Abstract

A digital game-based learning approach is a sophisticated method in which the student is dynamically involved in the learning. The traditional or old learning technique is fully replaced by this learning strategy. Several research studies have demonstrated that employing a game-based strategy boosts learning. The purpose of the current review study was to employ descriptive and statistical approaches to compare the learning outcomes of pupils who used a digital game-based learning approach to those who used traditional learning strategies. A total of 26 papers published between 2012 and 2021 were chosen based on the inclusion and exclusion criteria. The previous research' literature evaluation revealed that the digital game-based learning method has proved to be a very operative learning technique in a number of disciplines and learning situations. Learners are extremely engaged in the learning process while using a digital game-based learning technique.

Keywords

"Game-based versus Traditional Learning Strategies" were entered into the topic selection of the advanced search in Web of Science and Scopus

Introduction

Education is a basic human necessity as well as a critical component of a nation's development (Hafeez et al., 2020). The utmost significant problem in educational setup is the choice of appropriate and dynamic teaching tactics to assemble the educational process more successful and useful in terms of improving students' critical thinking abilities. (Senthamarai, 2018; Tavoosy & Jelveh, 2019). The instructor's captivating teaching method and the learners' dynamic participation in the teaching-learning process are two essential variables in developing critical thinking abilities among the students (Nelson, 2017). Instead of transferring knowledge, the teacher must function as a guide during the teaching-learning process (Molbaek, 2018). The traditional learning strategy is a one-way discourse in which an educator presents the material to the listeners. In this strategy, the teacher provides notes and assigns homework activities. In traditional learning strategy, no feedback session is conducted for the students. In general, there is limited interaction between students and teachers. Traditional learning strategies provide learners with a passive learning technique (Maqbool et al., 2018). Several researchers came up with the conclusion that traditional learning strategies have failed to impart conceptual information to learners (Arise, 2018; Bohari, 2020; Dufva & Dufva, 2016; Richards & Graber, 2019). As a result, traditional learning strategies are only suggested when information transmission is the primary goal. The traditional learning strategy does not help students build critical thinking abilities (Dehghanzadeh & Jafaraghaee, 2018). The basic concept of the traditional learning strategy is shown in figure 1.





Figure.2: Basic Concept of Digital Game-Based Learning Strategy

Methodology

Article Selection Process

The key objective of the current review research was to compare the significance of digital game-based and traditional learning strategies. For this purpose, Web of Science and Scopus databases were selected to collect the review of related articles. In the Web of Science and Scopus interface, digital game-based versus traditional learning strategies terms were entered as the main contents of the search. The custom year range from 2012 to June 2021" was determined as the time limit for the current Study. The advanced search was done from 10^th to 15^th September 2021. Based on the initial results, 126 papers were discovered. The specific inclusion criteria were applied to limit articles for review on the digital game-based versus traditional learning strategies. The first criterion was to use "Educational research" as a web of science and Scopus category. "Only items" as documents and Pdf types were the other inclusion criterion. After applying the inclusion criteria, 51 articles have been found. In order to conclude the research and review articles to be reviewed, specific exclusion criteria were then implemented. The first criterion of exclusion was to exclude more than once the same articles. Secondly, articles not available in the full text were to be excluded. The final criterion for exclusion included the removal of articles that had no direct connection with the comparison of digital game-based and traditional learning strategies. Finally, the main sample of this systemic review study was determined by a total of 26 articles. The main selection process is summarized in Figure 3.





Figure.3: Article Selection Process

Review of Literature

Traditional Learning Strategy

Previous studies have found that learners had conflicting opinions of traditional learning strategies for their efficacy (Lo et al., 2020). Nurutdinova et al. (2016) conducted research at a primary school for grade five pupils to assess the efficiency of various learning methodologies. According to the Study's findings, traditional learning strategies resulted in worse critical thinking abilities in learners when compared to other learning methodologies. Some studies also determined that when learning information is not available in written form, such as a book, the traditional learning technique is a viable option (Alaagib et al., 2019; Balliu, 2017). Zlotskaya (2016) suggested a study to assess the applicability of learning strategies in different learning contexts. The Study's findings indicated that the traditional learning is a good learning strategy, particularly when there is a large number of learners in front of the instructor.

Game-Based Learning Strategy

Researchers defined a game-based learning strategy as voluntary, an immersive and enjoyable learning activity in which inspiring objectives are followed according to the approved rules (Stenros, 2017). Chang & Yeh (2021) proposed that combining computer games with educational goals and objectives not only stimulate student learning but also motivate them and provide them interactive and innovative learning opportunities. Kikot et al. (2014) pointed out that the essence of using computer games is one of the most natural types of learning. Burguillo (2010) proposed a framework to implement ability-based learning to motivate students and improve their academic achievements. Watson et al. (2011) and Holbrey, (2020) introduced the classroom usage of game-based educational learning strategy in undergraduate courses and resulted in that usage of game-based learning strategy led to changes in traditional learning strategies. The instructor-centered learning strategy is transformed into a learner-centered learning strategy, in which learners are more dynamic and involved. The comparison between the advantages and disadvantages of traditional and game-based learning strategies are illustrated in Table 1.

Table 1. Advantages and Disadvantages of Traditional Based and Game-Based Learning Strategies

The descriptive results of the studies reviewed in this article are illustrated in table 2. A total of 26 published articles in various data bases from 2012 to 2021 were selected for conducting this review study by selecting the inclusion and exclusion criteria. The results of most of the articles reviewed showed that game-based learning strategy was an effective and critical thinking skill developed strategy. The learners felt very useful and enjoyable learning environment in the game based learning strategy.

Table. 2. The Outcomes of the Studies Reviewed in current Study

References

• Rondon et al. (2013)
• Game-based strategy demonstrated to be an operative strategy.
• Telner et al. (2010)
• The learners in game-based learning reported more satisfaction level.
• Brumels et al. (2008)
• The use of video games increased learners' enjoyment and engagement.
• Kliem & Wiemeyer, (2010)
• Game-based learning improved the efficiency of the experimental learning group.
• Proske et al., (2014)
• The game-based practice was found to be substantially more intriguing and engaging by the students.
• Boeker et al., (2013)
• Students in the game-based learning group outperformed those in the conventional learning group on the cognitive knowledge exam.
• Holbrey (2020)
• While compared to the traditional learning technique, students reported higher levels of engagement, focus, and retention when using a game-based learning strategy.
• Liao (2010)
• The learners' learning process was greatly improved by the game-based learning technique.
• Dortaj (2014)
• The outcomes of the research indicated that motivation and achievement levels of students who had been trained through game-based learning were more compared to motivation and achievement levels of the students who had been trained through the traditional learning strategy.
• Hsu et al. (2008)
• The learners' learning process was improved by using a game-based learning technique.
• Chen et al. (2019)
• The learners' involvement in the learning process was greatly boosted by using a game-based learning technique.
• Widiana et al. (2018)
• The Study concluded positive effects of game-based learning strategy on the pupil’s cognitive process learning achievement.
• Ghari et al. (2021)
• The results showed that game-based learning strategy could enhance physical activity level and quality of motivation of university students in physical education classes.
• Lo & Hew (2020)
• Flipped learning with gamification increased pupils' cognitive engagement more than traditional learning.
• Toharudin et al. (2021)
• The use of a game-based learning technique did not result in a substantial boost in student learning.
• Boateng-Nimoh & Nantwi, (2020)
• The study concluded that the game-based learning strategy used in various subjects significantly improved the critical thinking skills and students' engagement.
• Chen & Lin (2019)
• The participants' cognitive skills were improved by using a game-based learning technique.
• Yang (2017)
• Traditional learning strategies were shown to be less successful than game-based learning strategies.
• Moradian & Nazdik, (2019)
• On students' knowledge, the game's teaching approach was more successful than traditional learning methods.
• All et al., (2017)
• No significant improvement was shown by game-based learning strategy.
• Iliadou et al. (2021)
• Declination in cognition skills by Game-based learning strategy
• Purwaningru et al. (2017)
• Game-based learning has a higher mean score than traditional learning.
• Segovia & Gutiérrez, (2020)
• GBHIIT demonstrated to be beneficial in reversing the impacts on the body composition of schoolchildren.
• Palasí Melià, (2020)
• The usage of a game-based learning technique increased the learning efficiency of school children.
• Volk et al. (2017)
• Learning outcomes have been improved in cognitive, affective-social and psychomotor learning domains.
• Table 3. Statistical Results of the Studies Reviewed in current article
• Rondon et al. (2013)
• Telner et al., (2010)
• Brumels et al., (2008)
• Kliem & Wiemeyer, (2010)
• Proske et al., (2014)
• Boeker et al., (2013)
• Holbrey, (2020)
• Liao, (2010)
• Dortaj, (2014)
• 0.0007
• Hsu et al., (2008)
• 0.0001
• Chen et al., (2019)
• Widiana et al., (2018)
• Ghari et al., (2021)
• Lo & Hew, (2020)
• Toharudin et al., (2021)
• Boateng-Nimoh & Nantwi, (2020)
• Chen & Lin, (2019)
• Yang, (2017)
• 0.0002
• Moradian & Nazdik, (2019)
• All et al., (2017)
• Iliadou et al., (2021)
• Purwaningrum et al., (2017)
• Segovia & Gutiérrez, (2020)
• 0.0001
• Palasí Melià, (2020)
• Volk et al., (2017)
• Traditional classroom learning relies on uninteresting learning skills and absences interaction. Learners lose interest about the objectives of learning courses. Students look forward to new learning techniques, digital assignments, and stimulating valuation models. In a higher education learning context, some new learning processes have been presented to attract active students and ignite the practices of self-learning, thereby paving the way for better knowledge of skills and abilities. With n
• Recent studies suggested that students growing in a digital game-based learning environment are psychologically different from generations of traditional learners. This is caused by the fact that it provides a direct linking between the struggle and the instant rewards that have been spent digitally all over the world. In contrast, class rewards are often repeated until an evaluation and formal inspection is carried out. Students have found recovery in the future so that it feels to learn in the
• In an educational environment, it is well known that computer games can provide a variety of benefits, such as involving students in an active learning environment, increasing inspiration, enhancing information retaining and improving real life problem-solving and critical thinking skills. Moreover, computer games let student groups to share knowledge learned, resources, skills, and collaboration to solve real life educational problems (Byun & Loh, 2015). Supporters of computer game-based learni
• The goal of this study was to compare the outcomes of research on game-based learning with traditional learning using descriptive and statistical methods. Inclusion and exclusion criteria were used to identify 26 publications published between 2012 and 2021. According to the review of the selected papers, game-based learning is an effective learning approach. This learning strategy improves the learning process of the learning by engaging the learners towards the learning process. So, it is reco
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