The purpose of this study is to review important research regarding Game based science learning. Thirty one articles were identified through the web of science and data bases. A qualitative content analyses technique was adopted to analyze the research purposes and designs. Game designs and implementation, theoretical backgrounds, and learning process of this reviewed studies. The theories and models employed by these studies and were classified into four theoretical foundations including the socio-cultural perspective and in activism,.
The results showed that these two cognitive and constructivism were the major foundation employed by the GBSL researchers and that the sociocultural perspective and en activism are two emerging theoretical paradigms that have started to draw attentions GBSL researchers in recent years. the analyses of the learning foci showed that the most of the digital games were utilized to promote scientific knowledge and concept learning while less than one third were implemented to facilitate the students problem solving. Very few studies explored the GBSL outcome form the aspects of the scientific processes affect, engagement, and socio contextual learning just like learning 室內設計.
Suggestions are made to extend the current research to address the affective and socio contextual aspects of science learning. The role of digital games as tutor, tool and tutee for science educations is being discussed. While the potential of digital games to bridge science learning between real and virtual word. To promote collaborative problem solving and to provide effective science learning experiment and to facilitate science learner for younger students are also addressed and teach.
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