The Effect of Game-Based Learning on Students' Learning Interest in Elementary School Science: A Systematic Literature Review (2021–2025)
DOI:
https://doi.org/10.59944/jipsi.v5i3.1255Keywords:
Game-Based Learning, minat belajar, pembelajaran IPA, sekolah dasar, Systematic Literature Review.Abstract
This study aims to examine the effects of Game-Based Learning (GBL on elementary school students' learning interest in science education and to identify research trends and implementation factors during the 2021–2025 period. The study employed a Systematic Literature Review (SLR) following the PRISMA 2020 framework. The literature was retrieved from the Scopus and Google Scholar databases using the Publish or Perish (PoP) software. Article selection was conducted using Covidence AI to facilitate duplicate removal, title and abstract screening, and eligibility assessment in a more systematic and efficient manner. Of the 285 publications initially identified, 12 empirical studies met the inclusion criteria after the screening and eligibility assessment process. Data were analyzed using thematic qualitative analysis supported by Microsoft Excel, while VOSviewer was employed to visualize keyword co-occurrence and co authorship networks. The findings consistently demonstrate that GBL enhances students' learning interest by increasing motivation, learning engagement, attention, enjoyment, self-confidence, and scientific curiosity. Interactive digital platforms, including Kahoot, Quizizz, Scratch, Educandy, Baamboozle, and Wordwall, emerged as the most frequently implemented forms of GBL. The study concludes that GBL is an effective pedagogical approach for fostering students' affective engagement and promoting student-centered science learning in elementary schools. Furthermore, the findings provide important implications for the development of instructional design and future research on technology-enhanced learning.
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Wiradarma, K. S., Suarni, N. K., & Renda, N. T. (2021). The Relationship of Learning Interest to Science Online Learning Outcomes for Third-Grade Elementary School Students. Jurnal Ilmiah Sekolah Dasar, 5(Vol.3), 425. https://doi.org/10.23887/jisd.v5i3.39544
Yaseen, H., Mohammad, A. S., Ashal, N., Abusaimeh, H., Ali, A., & Sharabati, A. A. A. (2025). The Impact of Adaptive Learning Technologies, Personalized Feedback, and Interactive AI Tools on Student Engagement: The Moderating Role of Digital Literacy. Sustainability (Switzerland), 17(Vol.3), 1–27. https://doi.org/10.3390/su17031133
