Beyond Entertainment: A Systematic Review of the Evidence on Video Game-Based Learning

Abstract

This paper presents a systematic review of empirical research articles published between January 2016 and June 2025 on the use of educational video games as teaching and learning resources in primary and secondary education. A total of 57 publications were selected from an initial sample of 2602 documents, following the PRISMA guidelines. The findings reveal the growing interest that this line of research has generated within the scientific community. The intervention profile identified in most studies is based on the classroom implementation of a short serious game, designed for individual play on a computer or mobile device, and aimed at developing STEM competencies. Quantitative and mixed-methods studies predominate, mainly employing quasi-experimental group designs or survey-based approaches. These studies typically use objective or semi-objective learning assessments, together with opinion questionnaires based on Likert-type scales. The content analysis also identifies the most common limitations of the existing research, as well as several research gaps that should be addressed in future studies.