Table 2 Studies’ characteristics
From: Developing an interactive PBL environment via persuasive gamify elements: a scoping review
References | Location | Study design | Intervention | Outcome |
|---|---|---|---|---|
Mutter et al. (2020) | USA | Randomised control trial | Investigating the effect of high-fidelity simulation on medical students’ clinical reasoning skills | Improved reasoning skills |
Souza et al. (2020) | Brazil | Period cross-sectional | Examining the effect of brain quiz and games on medical students’ cognitive tests | Improved prior knowledge |
Shukor et al. (2019) | Malaysia | Quasi-Experimental design (non-equivalent control group posttest-only design) | Measuring the effect of 5S interactive board game on undergraduate student learning process | Improved understanding and knowledge of the 5S practice |
Dandge & Desai (2019) | India | Cross-sectional study (period cross-sectional)/study design not mentioned for qualitative approach | Evaluating the effect of competitive elements in project-based and problem-based learning | Improved student engagement, participants employability, problem-solving ability and multidisciplinary teamwork |
Shi et al. (2019) | China | Quasi-experimental design (non-equivalent control group posttest-only design and phenomenology) | Evaluating the effect of game mechanics in Pyrus on undergraduate students planning and collaboration skills | Improved planning and collaborative skills |
Prochazkova et al. (2019) | Czech Republic | Quasi-experimental design (one group pretest–posttest design) | Evaluating the effect of an e-learning application that utilises problem-solving and gamification on medical students’ genetics knowledge | Improved students’ knowledge of genetics |
Novak et al. (2018) | USA | Quasi-experimental design (one group pretest–posttest design)/study design not mentioned for qualitative approach | Examining the effect of instructional gamified case-based learning and the learning material on educational science graduate student engagement | Improved engagement and achievement of learning outcome |
Topalli and Cagiltay (2018) | Turkey | Period cross-sectional | Investigating the effect of real-life problem-based games | Improved students’ learner performance in programming course |
Development using Scratch programming environment on engineering students’ programming skills and motivation | ||||
Mayer et al. (2018) | USA | Quasi-experimental design (non-equivalent control group posttest-only design) | Examining the effect of notable protagonist patient in clinical case on medical student learning experience | Improved student learning experiences |
Duncan et al. (2018) | UK | Phenomenology | Examining postgraduate science students’ experience with gamified, mystery-driven and role-playing approaches in problem-based learning | Improved student learning experience |
Rozali and Zaid (2017) | Malaysia | Quasi-experimental design (one group posttest-only design) | Evaluating the effect of problem-based learning with mobile games on postgraduate students’ motivation | Increased students’ motivation to learn |
Jensen (2017) | Denmark | Quasi-experimental design (one group posttest-only design)/study design not mentioned for qualitative approach | Examining the effect of gamification principle (virtual reality) on problem-based learning process | Increased collaborative and learning skills |
Arnab et al. (2016) | UK | Randomised control trial and phenomenology | Evaluating the effect of gamification (competitive) and collaborative environment (social learning platform) on undergraduate sport psychology students’ motivational orientation and engagement | Increased students engagement |
Cusick (2016) | Not documented | Phenomenology | Assessing the effect of using jeopardy-style gamified learning (team clickers and team leader boards) on students’ engagement | Improved learning experience |