ABSTRACT
The main purpose of this study is to conduct a systematic literature review of research studies on game-based learning and gamification conducted in Asian K–12 schools. We identified 22 papers based on our inclusion criteria. The papers were then analyzed using a coding framework with the following multiple dimensions: (1) the research contextual dimension, (2) the methodological dimension, (3) the game dimension, and (4) the outcome dimension. While the overall findings in the articles reviewed advocated the positive effects of games on learning outcomes, we identified some research gaps, including the lack of diversity in subject disciplines and game genres, the dominance of media-comparison experiments, and the issues of sustainability and scalability. We call for research to employ more diverse research methods, to provide thick descriptions on lessons learned, to examine learning impacts over a longer term, and to examine the impact of games in resource-poor and under-developed countries.
