Trends in the Development of Educational Game Learning Media on the Activities and Learning Outcomes of Elementary School Students

Abstract

The rapid expansion of digital technology in elementary education has driven growing interest in educational game-based learning media, yet research on how such media relates to classroom activities and learning outcomes remains fragmented. This study aimed to identify recent trends in educational game-based learning media for elementary students and to examine its influence on their learning activities and outcomes. A Systematic Literature Review (SLR) was conducted following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) protocol, searching Scopus, SINTA, and Google Scholar for studies published between 2021 and 2026. Of 547 records initially identified, eight articles met the inclusion criteria and were analyzed using qualitative descriptive synthesis. Findings show quiz-based games as the most commonly reported format, followed by simulation and puzzle/problem-solving games, with adventure and role-playing games remaining comparatively less common. All eight reviewed studies reported that educational game-based learning media shifted students from passive to active participation, primarily through challenge-based tasks and immediate feedback, and consistently improved learning outcomes across conceptual understanding, engagement, and academic achievement. These results suggest that although simpler, easily implemented formats currently dominate elementary classrooms, a wide range of game designs can meaningfully enhance student engagement and achievement. The study contributes an integrated, elementary-specific synthesis linking format trends with activity and outcome evidence, offering practical guidance for teachers and curriculum developers selecting effective educational game media.