Serious Games and Critical Thinking Disposition: A Systematic Literature Review
DOI:
https://doi.org/10.5281/zenodo.17216417Keywords:
Videogame, Game Studies, Attitude, Willingness, Critical Thinking, Educational Technology.Abstract
Serious games have emerged as powerful educational tools designed with explicit pedagogical goals. Recognising their potential and the pivotal role of critical thinking in addressing contemporary societal challenges, this study aims to explore the relationship between serious game design and the fostering of critical thinking disposition. Grounded in constructivist learning theory, this research employs the PRISMA 2020 guidelines to conduct a systematic review across five electronic databases, identifying 1,614 potentially relevant works, with four studies meeting the inclusion criteria. The analysis revealed several design elements consistently linked to the cultivation of critical thinking disposition within serious games. These elements include the exploration of diverse character perspectives, scenario-based approaches, emotional engagement, gamification techniques, adherence to psychosocial principles, and autonomy-enhancing, player-centric designs. Notably, these elements were interconnected, contributing synergistically to the immersive gaming experience. Through constructivist learning principles, interactive narratives, and problem-solving mechanisms, serious games provide opportunities for learners to engage deeply with complex problems, reflect on their decisions, and develop innovative solutions. Despite these promising findings, the study acknowledges limitations such as the limited availability of comparable articles in the existing body of literature. In conclusion, this research underscores the significance of serious games in promoting critical thinking disposition and highlights avenues for future empirical investigations in this vital intersection of education and gaming.
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