Systematic literature review education

UK -based studies graded as A were further scrutinised to ascertain their direct relevance i. Further details can be requested from main author. This mapping provides an accessible combination of results from individual studies in structured narrative summary tables. In reporting specific data from studies, we have identified potential limitations of the reviewed studies and proposed a robust design for a Scottish study.

The team are committed to ethical analysis of the literature and reporting. Although we used systematic literature review and there was cross-checking by team members at all stages, it is possible that we have missed some crucial literature in the search or rejected it based on our collective qualitative judgements. Also, we had a larger number of papers than expected; in some cases because we included papers that would normally not have been included by us due to lower Weight of Evidence. However, as they provided some valuable information to respond to the research questions set by the Scottish Government we opted to include this literature.

Home Publications. Primary to secondary school transitions: systematic literature review. Introduction and Methodology. Supporting files Download. Accessibility: This document may not be fully accessible. Supporting files Appendix 1 DOC Contents Close. Contents Choose section 1.

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Introduction and Methodology 2. Results and Discussion 3. Conclusion and Recommendations References Footnotes. Introduction and Methodology The University of Dundee has been commissioned by the Scottish Government to undertake this literature review to provide insight into the impact of transitions and the factors that support or hinder a successful transition from primary to secondary school. The specific research questions addressed in this systematic literature review are: 1. Three components were assessed in order to help derive an overall weighting of evidence score see Table 2 : a. Transfer, 3.

Recency Between and to cover the last ten years Age-range to cover UK and international educational systems Geographical spread International, with the country and educational context clearly stated, with focus on the UK Research base Empirical research either qualitative, quantitative or mixed methods Transparency Methodology of the research should be explicit e.

Clear evidence of measures taken to maximise internal and external validity and reliability and reduce sources of bias. Research questions RQ clearly stated. Methodology is highly relevant to their RQs and answers them in detail. RQs are explicit or can be deduced from text. Findings address RQs. Study is broadly in line with one of the key review objectives and provides useful evidence. RQs implicit but appear to be broadly matched by research design and findings. At least part of the study findings is relevant to one of the key review objectives. RQs not stated or not matched by design.

Study does not address any key research objective. Results and Discussion. Was this helpful? Your feedback will help us improve this site Feedback type Yes No Yes, but.


  • Introduction - Systematic Literature Reviews for Education - Library guides at Griffith University.
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Please select a reason It wasn't detailed enough It's hard to understand It's incorrect It needs updating There's a broken link It wasn't what I was looking for Other Please select a reason It needs updating There's a spelling mistake It's hard to understand There's a broken link Other. The game-based structures that have been applied to education resort to badges and rewards to recognize student improvement based on a classification system that assesses the skills and levels of knowledge evidenced by players during the game.

That is why game-based education has to deal with some important challenges, of which the most important one is to get students accept this kind of learning environment before it can be said to be successful. Therefore, the goals, the type of feedback and the rewards must be clearly defined, keeping the students immersed in a flow of positive and individually involving learning Csikszentmihalyi, This is essential if students are to be always kept engaged and informed of the progress they have made and that has contributed to their satisfaction and academic achievement Trowler, For Kahu , student engagement in activities may be divided into three major components, called behavioral, cognitive, and affective.

It is possible to use game-based resources in a formal or informal school context, provided that there is some level of involvement for, according to Denny , this type of resources contributing to raising participation in learning activities. Many authors have created and tested tools in an educational context.

Systematic literature searching - Education: research guide - Oxford LibGuides at Oxford University

This idea, however, caused some discomfort among the students. Another teaching aid based on the principles of gamification designed to help students prepare for finals was considered useful and easy to use. Goehle created an electronic application that included several game-based elements, whose purpose was to assist home teaching. In spite of students believing that the system made them feel more appreciated for their effort, it was not possible to prove how using the tool impacted their performance.

Li, Grossman and Fitzmaurice developed a tutorial system to help students access AutoCAD using several strategies like assignments, scoring both numerical and visual through stars , various game levels, time pressure for problem-solving and rewards or bonuses. According to Klopfer, Osterweil and Salen , all educational games should rely on certain mechanics and dynamics.

Game mechanics are constructs of rules and rewards, whereas dynamics consists of the wishes and emotions the game awakens in the players.

Education: research guide: Systematic literature searching

Some authors e. It is critical that one realizes the importance of using games in an educational context, but bearing in mind that it must satisfy both students and instructors. In fact, authors like Hamari et al. Monopoly was the first board game used in higher education in the area of Management. It soon became popular to play it at home as a cooperative game Whitehill, Several adaptations of the games emerged focusing on decision-making in specific business areas, such as Operations Research, General Administration, Marketing Strategies, and Management Accounting.


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  7. In Accounting, several concepts were approached, and instructors were encouraged to use creative methodologies and adopt technology-based teaching Fratto, Several adaptations of Monopoly were then made available M. Game-based activities, focusing on improving learning in Financing Accounting courses became usual, adapting other games and turning them into tools that, in spite of having not been specifically designed for teaching Management in general and, in particular, Accounting, they were nevertheless effective.

    Also, several authors have tested different business simulation platforms in trying to see how they influence learning in Management and Accounting. As regards the application of gamification to Management, there is scarcity of scholarly studies and lack in both robust conclusions and scope, resulting only from very limited studies. Also, there is scarcity of tools suitable to making broader and more effective approaches. We also verify that, contrary to the other previously mentioned fields, there is still a long path to follow in Management as regards the scientific evidence resulting from applying gamification Dale, Gamification includes constructs that explain how one can apply gamification tools to educational interests, while promoting motivation, attitudes, flow, and learning.

    Most studies that have been looked into in this literature review focused on the impact of gamification, in general, and, in particular, on the influence of games-based learning GBL on the teaching-learning process. In all studies, the common denominator is the application of a game to an area of knowledge with the purpose of understanding its motivational impacts on flow, attitudes and perceived learning.

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    In the literature, it is described as varying in magnitude and orientation. In education, it is considered a key element in learning and used to explain the effort and attention invested by students in activities in which they are involved Brophy, Educational games are developed to educate and train, integrating serious work elements into a game context, what may make emerge the state of flow Csikszentmihalyi, Studies on flow concluded that challenging tasks lead to high concentration, absorption and immersion.

    Attitudes remains one of the main interests of research in the social sciences, as it is widely accepted that attitudes are relevant for understanding and foreseeing social behavior Ajzen, Because it is a cross-cutting concept within the human and social sciences, it has been the subject of diversified and even competing approaches Fredricks et al. Attitudes towards education can be either positive or negative. The latter usually occurs when students are not involved in the teaching process of which they are part.

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    The analysis showed the existence of cause-effect relationships among various constructs, most of which were statistically significant. Only in two articles was a relationship tested attitudes with perceived learning without motivation having been analyzed. In only two articles, there is a relationship among the four constructs simultaneously. Chen et al.

    Finally, attitudes have a positive influence on perceived learning Adukaite et al.


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    We developed a conceptual model to ground future studies in the field Figure 2. The model shows the state of the art of gamification, its applicability, the main constructs, target audiences, and the type of organizations that use it. The main stakeholders using gamification in an educational context were identified, and the application of this tool to higher education was highlighted. Figure 2 presents the dimensions of education-applied gamification resulting from the literature review.

    From the systematic literature review, we verify that most relationships were statistically relevant, and most empirical studies show the following main relationships: motivation has a positive influence on perceived learning, on attitudes, and on flow. In turn, flow has a positive influence on perceived learning, on attitudes, and on motivation.

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    Finally, attitudes have a positive influence on perceived learning. The proposal of this conceptual model will be important for researchers studying the effect of game-based resources on education in general and, in particular, on Management education, as this is an area where such teaching methodologies are clearly beneficial.

    The main purpose of the present study was to develop a research conceptual model of Management-applied gamification through a systematic literature review. The systematic literature review points to gamification having become more and more an object of scientific research, besides being a field with huge potential, but in need of expanding, since the available studies have their limitations and many of them are not robust enough nor do they have the capacity to extrapolate to the surrounding reality.

    The present research is a contribution to the advancement of scientific knowledge on the field that may help future research. Furthermore, it has led to a holistic systematizing of studies already conducted, identifying the most relevant authors who have approached the subject and continue to be a reference in the area. Although other analysis methods might have been used, resorting to various types of analysis has proven to be extremely useful in describing, systematizing and relating contents, given the diversity of the topics under study. The present article provides the reader with information on relevant publications included in the main scholarly databases, as well as on how they have contributed to this field of knowledge, the dimensions they have addressed, and the theories they draw on.

    The conceptual model that we propose allows future researchers to test empirical relationships besides suggesting others that may contribute to the advancement of literature. Previous studies have stated that gamification in education can help promote learning in several areas, although its application in management has not been extensively addressed.

    The present study does a general review of the literature on game-based education in general, but looking especially into the case of Management as part of the administrative studies. In fact, this is the first study to extensively address this subject in a macro and micro dimension, contributing to advancing knowledge in this field and giving a detailed account of how the literature is organized.

    The present systematic review provides an organized and structured starting point to the study of how the literature is sequenced, what has been done, what has been achieved, and the results and contributions of it for future research. One of the major contributions is, no doubt, a systematic rigorous and complete review of the most relevant literature on gamification that made it possible to identify and look into how it has been generally applied, especially to education, its impact on learning, the type of teaching aids that have been used, how they have been used, and their contribution to the teaching-learning process in the various areas of management.

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