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May 20, 2023
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Abstract
The digital era is an era where knowledge can be easily obtained anytime and anywhere as long as it is connected to the internet network. To be able to access knowledge requires a special skill called digital literacy skill. Digital literacy skills can be developed in various ways, one of which is through game-based learning. The purpose of this study is to identify the development of the use of games in education that has been carried out by previous researchers related to strengthening digital literacy. The method used to collect data is by a systematic review, which is a research method by collecting and summarizing all the best available research on a particular question, using a transparent protocol that can be replicated to find, evaluate, and synthesize relevant research evidence. The results of the study obtained data from the scopus.com database with the keywords educational games in digital literacy learning as many as 189 articles and 13 articles that met the inclusion criteria for analysis. The use of educational games to strengthen digital literacy has been carried out in several countries with different types of games with the scope of increasing digital literacy skills, Collaboration and creativity, Finding Information, Critical Thinking, and Social Understanding.
Article Details
This work is licensed under a Creative Commons Attribution 4.0 International License.
How to Cite
Rohmani, R., & Pambudi, N. (2023). A Critical Review of Educational Games as a Tool for Strengthening Digital Literacy. International Journal of Multidisciplinary: Applied Business and Education Research, 4(5), 1483-1493. https://doi.org/10.11594/ijmaber.04.05.10
References
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Goumas, S., Terzopoulos, G., Tsompanoudi, D., & Iliopoulou, A. (2020). Wordsearch, an educa-tional game in language learning. Journal of Engineering Science and Technology Review, 13(1), 50–56. https://doi.org/10.25103/jestr.131.7
Hague, C. (2010). “It’ s not chalk and talk anymore” School approaches to developing students’ digital literacy. Futurelab Inovation in Educa-tion, 1–24.
Hainey, T., Baxter, G., & Ford, A. (2020). An evalua-tion of the introduction of games-based con-struction learning in upper primary educa-tion using a developed game codification scheme for scratch. Journal of Applied Re-search in Higher Education, 12(3), 377–402. https://doi.org/10.1108/JARHE-02-2018-0031
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Heflin, H., Shewmaker, J., & Nguyen, J. (2017). Im-pact of mobile technology on student atti-tudes, engagement, and learning. Computers and Education, 107, 91–99. https://doi.org/10.1016/j.compedu.2017.01.006
Hill, V., & Knutzen, K. B. (2017). Virtual world global collaboration: An educational quest. Infor-mation and Learning Science, 118(9–10), 547–565. https://doi.org/10.1108/ILS-02-2017-0010
Jenson, J., & Droumeva, M. (2016). Exploring media literacy and computational thinking: A game maker curriculum study. Electronic Journal of E-Learning, 14(2), 111–121.
Kam, M., Agarwal, A., Kumar, A., Lal, S., Mathur, A., Tewari, A., & Canny, J. (2008). Designing E-Learning games for rural children in India: A format for balancinq learning with fun. 7th ACM Conference on Designing Interactive Sys-tems - DIS 2008, 58–67. https://doi.org/10.1145/1394445.1394452
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Kementerian Pendidikan dan Kebudayaan. (2016). Mendidik Anak di Era Digital. Seri Pendidikan Orang Tua, 10, 143–161.
Magoc, D. (2011). Using the Web to Increase Physi-cal Activity in College Students. American Journal of Health Behavior, 35(2), 142–154. https://doi.org/10.5993/AJHB.35.2.2
Martinez, W. (2018). How science and technology developments impact employment and edu-cation. Proceedings of the National Academy of Sciences of the United States of America, 115(50), 12624–12629. https://doi.org/10.1073/pnas.1803216115
McKenna, H. (2019). Emergent Digital Literacies (pp. 133–159). https://doi.org/10.4018/978-1-5225-7882-6.ch005
Mitgutsch, K. (2008). Digital play-based learning: A philosophical-pedagogical perspective on learning and playing in computer games. Hu-man IT, 9(3), 18–36.
OECD. (2018). PISA 2018: Insight and Inter-pretasions. OECD Publishing, 24(1), 12–17.
O’Mara, J. (2012). Process drama and digital games as text and action in virtual worlds: Develop-ing new literacies in school. Research in Dra-ma Education, 17(4), 517–534. https://doi.org/10.1080/13569783.2012.727624
Oprins, E., Visschedijk, G., Windesheim, H., & Schuit, S. C. E. (2015). The game-based learning eval-uation model (GEM): Measuring the effec-tiveness of serious games using a standard-ised method. Int. J. Technology Enhanced Learning, 7(4), 326–345. https://doi.org/10.1504/IJTEL.2015.074189
Patton, R., Sweeny, R. W., Shin, R., & Lu, L. (2020). Teaching Digital Game Design with Preserv-ice Art Educators. Studies in Art Education, 61(2), 155–170. https://doi.org/10.1080/00393541.2020.1738165
Pflaumer, N., Knorr, N., & Berkling, K. (2021). Ap-propriation of adaptive literacy games into the German elementary school classroom. British Journal of Educational Technology, 52(5), 1917–1934. https://doi.org/10.1111/bjet.13149
Philpot, T. A., Hall, R. H., Hubing, N., & Flori, R. E. (2005). Using games to teach statics calcula-tion procedures: Application and assessment. Computer Applications in Engineering Educa-tion, 13(3), 222–232. https://doi.org/10.1002/cae.20043
Pow, J. (2011). Fostering Digital Literacy through Web-based Collaborative Inquiry Learning – A Case Study. Journal of Information Technol-ogy Education, January. https://doi.org/10.28945/1383
Rahman, T., Amalia, A., & Aziz, Z. (2021). From Digi-tal Literacy to Digital Intelligence A Compara-tive Study of Digital Literacy Frameworks. At-lantis Press, 518(ICoSIHESS 2020), 154–159. https://doi.org/10.2991/assehr.k.210120.119
Reddy, P., Chaudhary, K., Sharma, B., & Chand, D. (2021). Contextualized game-based interven-tion for digital literacy for the Pacific Islands. Education and Information Technologies, 26(5), 5535–5562. https://doi.org/10.1007/s10639-021-10534-y
Reynolds, R., & Chiu, M. M. (2016). Reducing digital divide effects through student engagement in coordinated game design, online resource use, and social computing activities in school. Journal of the Association for Information Sci-ence and Technology, 67(8), 1822–1835. https://doi.org/10.1002/asi.23504
Rose, S. P., Habgood, M. P. J., & Jay, T. (2020). Design-ing a Programming Game to Improve Chil-dren’s Procedural Abstraction Skills in Scratch. https://doi.org/10.1177/0735633120932871
Santhi, V., & Rajesh, B. (2020). Impact of Smartphone Usage on the Academic Perfor-mance among Medical Students. J. Evolution Med. Dent. Sci, 9(02), 105–110. https://doi.org/10.14260/jemds/2020/23
Saridaki, M., Chaniotakis, G., Manoli, V., Dionissios, M., Karafotia, M., Gouskos, D., & Meimaris, M. (2008). Applying digital game based learning solutions to the primary and special class-room: Results from field studies. In S. M. & C. T. (Eds.), 2nd European Conference on Games Based Learning, ECGBL 2008 (Vols. 2008-Janua, pp. 401–412). Dechema e.V. https://www.scopus.com/inward/record.uri?eid=2-s2.0-84938593465&partnerID=40&md5=7ce3378887a33913f9de768607783b2f
Steinkuehler, C., & King, E. (2009). Digital literacies for the disengaged: Creating after school con-texts to support boys’ game-based literacy skills. On the Horizon, 17(1), 47–59. https://doi.org/10.1108/10748120910936144
Traverso, A., Parmigiani, D., & Pennazio, V. (2014). Mobile devices and development of learning strategies. ATEE Annual Conference “Transi-tions in Teacher Education and Professional Identities,” August, 69–80. https://www.researchgate.net/publication/282326481_Mobile_devices_and_development_of_learning_strategies
van Laar, E., van Deursen, A. J. A. M., van Dijk, J. A. G. M., & de Haan, J. (2017). The relation between 21st-century skills and digital skills: A systematic literature review. Computers in Human
Behavior, 72, 577–588. https://doi.org/10.1016/j.chb.2017.03.010
Wang, T. H. (2008). Web-based quiz-game-like formative assessment: Development and evaluation. Computers and Education, 51(3), 1247–1263. https://doi.org/10.1016/j.compedu.2007.11.011
Al-Qaysi, N., Mohamad-Nordin, N., & Al-Emran, M. (2020). Employing the technology acceptance model in social media: A systematic review. In Education and Information Technologies (Vol. 25, Issue 6). Education and Information Technologies. https://doi.org/10.1007/s10639-020-10197-1
Caverly, D. C., Payne, E. M., Castillo, A. M., Sarker, A., Threadgill, E., & West, D. (2019). Identifying Digital Literacies to Build Academic Litera-cies. Journal of College Reading and Learning, 49(3), 170–205. https://doi.org/10.1080/10790195.2019.1638218
Cha, S., & Seo, B. (2018). Smartphone use and smartphone addiction in middle school stu-dents in Korea: Prevalence, social networking service, and game use. https://doi.org/10.1177/2055102918755046
Chan, B. S. K., Churchill, D., & Chiu, T. K. F. (2017). Digital Literacy Learning In Higher Education Through Digital Storytelling Approach. Jour-nal of International Education Research (JIER), 13(1), 1–16. https://doi.org/10.19030/jier.v13i1.9907
Csibi, S., Griffiths, M. D., Demetrovics, Z., & Szabo, A. (2019). Analysis of Problematic Smartphone Use Across Different Age Groups within the ‘Components Model of Addiction.’ Interna-tional Journal of Mental Health and Addiction, 616–631. https://doi.org/10.1007/s11469-019-00095-0
Gerber, H. R., Abrams, S. S., Onwuegbuzie, A. J., & Benge, C. L. (2014). From Mario to FIFA: What qualitative case study research suggests about games-based learning in a US class-room. Educational Media International, 51(1), 16–34. https://doi.org/10.1080/09523987.2014.889402
Gerber, H. R., & Price, D. P. (2013). Fighting baddies and collecting bananas: Teachers’ percep-tions of games-based literacy learning. Edu-cational Media International, 50(1), 51–62. https://doi.org/10.1080/09523987.2013.777182
Goumas, S., Terzopoulos, G., Tsompanoudi, D., & Iliopoulou, A. (2020). Wordsearch, an educa-tional game in language learning. Journal of Engineering Science and Technology Review, 13(1), 50–56. https://doi.org/10.25103/jestr.131.7
Hague, C. (2010). “It’ s not chalk and talk anymore” School approaches to developing students’ digital literacy. Futurelab Inovation in Educa-tion, 1–24.
Hainey, T., Baxter, G., & Ford, A. (2020). An evalua-tion of the introduction of games-based con-struction learning in upper primary educa-tion using a developed game codification scheme for scratch. Journal of Applied Re-search in Higher Education, 12(3), 377–402. https://doi.org/10.1108/JARHE-02-2018-0031
Hamutoğlu, N. B., Savaşçı, M., & Sezen-Gültekin, G. (2019). Digital Literacy Skills and Attitudes towards E-Learning. Journal of Education and Future, July, 93–107. https://doi.org/10.30786/jef.509293
Heflin, H., Shewmaker, J., & Nguyen, J. (2017). Im-pact of mobile technology on student atti-tudes, engagement, and learning. Computers and Education, 107, 91–99. https://doi.org/10.1016/j.compedu.2017.01.006
Hill, V., & Knutzen, K. B. (2017). Virtual world global collaboration: An educational quest. Infor-mation and Learning Science, 118(9–10), 547–565. https://doi.org/10.1108/ILS-02-2017-0010
Jenson, J., & Droumeva, M. (2016). Exploring media literacy and computational thinking: A game maker curriculum study. Electronic Journal of E-Learning, 14(2), 111–121.
Kam, M., Agarwal, A., Kumar, A., Lal, S., Mathur, A., Tewari, A., & Canny, J. (2008). Designing E-Learning games for rural children in India: A format for balancinq learning with fun. 7th ACM Conference on Designing Interactive Sys-tems - DIS 2008, 58–67. https://doi.org/10.1145/1394445.1394452
Kapralos, B., Fisher, S., Clarkson, J., & van Oostveen, R. (2015). A course on serious game design and development using an online problem-based learning approach. Interactive Technol-ogy and Smart Education, 12(2), 116–136. https://doi.org/10.1108/ITSE-10-2014-0033
Kemendikbud. (2019). Hasil PISA Indonesia 2018: Akses Makin Meluas, Saatnya Tingkatkan Kualitas. Biro Komunikasi Dan Layanan Masyarakat. https://www.kemdikbud.go.id/main/blog/2019/12/hasil-pisa-indonesia-2018-akses-makin-meluas-saatnya-tingkatkan-kualitas
Kementerian Pendidikan dan Kebudayaan. (2016). Mendidik Anak di Era Digital. Seri Pendidikan Orang Tua, 10, 143–161.
Magoc, D. (2011). Using the Web to Increase Physi-cal Activity in College Students. American Journal of Health Behavior, 35(2), 142–154. https://doi.org/10.5993/AJHB.35.2.2
Martinez, W. (2018). How science and technology developments impact employment and edu-cation. Proceedings of the National Academy of Sciences of the United States of America, 115(50), 12624–12629. https://doi.org/10.1073/pnas.1803216115
McKenna, H. (2019). Emergent Digital Literacies (pp. 133–159). https://doi.org/10.4018/978-1-5225-7882-6.ch005
Mitgutsch, K. (2008). Digital play-based learning: A philosophical-pedagogical perspective on learning and playing in computer games. Hu-man IT, 9(3), 18–36.
OECD. (2018). PISA 2018: Insight and Inter-pretasions. OECD Publishing, 24(1), 12–17.
O’Mara, J. (2012). Process drama and digital games as text and action in virtual worlds: Develop-ing new literacies in school. Research in Dra-ma Education, 17(4), 517–534. https://doi.org/10.1080/13569783.2012.727624
Oprins, E., Visschedijk, G., Windesheim, H., & Schuit, S. C. E. (2015). The game-based learning eval-uation model (GEM): Measuring the effec-tiveness of serious games using a standard-ised method. Int. J. Technology Enhanced Learning, 7(4), 326–345. https://doi.org/10.1504/IJTEL.2015.074189
Patton, R., Sweeny, R. W., Shin, R., & Lu, L. (2020). Teaching Digital Game Design with Preserv-ice Art Educators. Studies in Art Education, 61(2), 155–170. https://doi.org/10.1080/00393541.2020.1738165
Pflaumer, N., Knorr, N., & Berkling, K. (2021). Ap-propriation of adaptive literacy games into the German elementary school classroom. British Journal of Educational Technology, 52(5), 1917–1934. https://doi.org/10.1111/bjet.13149
Philpot, T. A., Hall, R. H., Hubing, N., & Flori, R. E. (2005). Using games to teach statics calcula-tion procedures: Application and assessment. Computer Applications in Engineering Educa-tion, 13(3), 222–232. https://doi.org/10.1002/cae.20043
Pow, J. (2011). Fostering Digital Literacy through Web-based Collaborative Inquiry Learning – A Case Study. Journal of Information Technol-ogy Education, January. https://doi.org/10.28945/1383
Rahman, T., Amalia, A., & Aziz, Z. (2021). From Digi-tal Literacy to Digital Intelligence A Compara-tive Study of Digital Literacy Frameworks. At-lantis Press, 518(ICoSIHESS 2020), 154–159. https://doi.org/10.2991/assehr.k.210120.119
Reddy, P., Chaudhary, K., Sharma, B., & Chand, D. (2021). Contextualized game-based interven-tion for digital literacy for the Pacific Islands. Education and Information Technologies, 26(5), 5535–5562. https://doi.org/10.1007/s10639-021-10534-y
Reynolds, R., & Chiu, M. M. (2016). Reducing digital divide effects through student engagement in coordinated game design, online resource use, and social computing activities in school. Journal of the Association for Information Sci-ence and Technology, 67(8), 1822–1835. https://doi.org/10.1002/asi.23504
Rose, S. P., Habgood, M. P. J., & Jay, T. (2020). Design-ing a Programming Game to Improve Chil-dren’s Procedural Abstraction Skills in Scratch. https://doi.org/10.1177/0735633120932871
Santhi, V., & Rajesh, B. (2020). Impact of Smartphone Usage on the Academic Perfor-mance among Medical Students. J. Evolution Med. Dent. Sci, 9(02), 105–110. https://doi.org/10.14260/jemds/2020/23
Saridaki, M., Chaniotakis, G., Manoli, V., Dionissios, M., Karafotia, M., Gouskos, D., & Meimaris, M. (2008). Applying digital game based learning solutions to the primary and special class-room: Results from field studies. In S. M. & C. T. (Eds.), 2nd European Conference on Games Based Learning, ECGBL 2008 (Vols. 2008-Janua, pp. 401–412). Dechema e.V. https://www.scopus.com/inward/record.uri?eid=2-s2.0-84938593465&partnerID=40&md5=7ce3378887a33913f9de768607783b2f
Steinkuehler, C., & King, E. (2009). Digital literacies for the disengaged: Creating after school con-texts to support boys’ game-based literacy skills. On the Horizon, 17(1), 47–59. https://doi.org/10.1108/10748120910936144
Traverso, A., Parmigiani, D., & Pennazio, V. (2014). Mobile devices and development of learning strategies. ATEE Annual Conference “Transi-tions in Teacher Education and Professional Identities,” August, 69–80. https://www.researchgate.net/publication/282326481_Mobile_devices_and_development_of_learning_strategies
van Laar, E., van Deursen, A. J. A. M., van Dijk, J. A. G. M., & de Haan, J. (2017). The relation between 21st-century skills and digital skills: A systematic literature review. Computers in Human
Behavior, 72, 577–588. https://doi.org/10.1016/j.chb.2017.03.010
Wang, T. H. (2008). Web-based quiz-game-like formative assessment: Development and evaluation. Computers and Education, 51(3), 1247–1263. https://doi.org/10.1016/j.compedu.2007.11.011