The effectiveness of games for educational purposes: a review of recent research
Simulation and Gaming
The effectiveness of business games in strategic management course work
Simulation and Gaming - Special issue: teaching strategic management
KM QUEST: a collaborative internet-based simulation game
Simulation and Gaming - Special issue: Simulation & gaming
KM QUEST: a collaborative internet-based simulation game
Simulation and Gaming - Special issue: Simulation & gaming
Mapping pedagogy and tools for effective learning design
Computers & Education
Examining the pedagogical foundations of modern educational computer games
Computers & Education
Educational game design for online education
Computers in Human Behavior
Effectiveness of using a video game to teach a course in mechanical engineering
Computers & Education
Multiplayer online games as educational tools: Facing new challenges in learning
Computers & Education
The impact of a simulation game on operations management education
Computers & Education
Design guidelines for Classroom Multiplayer Presential Games (CMPG)
Computers & Education
The effect of simulation games on the learning of computational problem solving
Computers & Education
Acceptance of game-based learning by secondary school teachers
Computers & Education
Digital educational game value hierarchy from a learners' perspective
Computers in Human Behavior
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Previous literature reviews or meta-analysis based studies on game-assisted learning have provided important results, but few studies have considered the importance of learning theory, and coverage of papers after 2007 is scant. This study presents a systematic review of the literature using a meta-analysis approach to provide a more comprehensive analysis and synthesis of relevant studies based on four orientations of learning theories and principles: behaviorism, cognitivism, humanism, and constructivism. Major findings of this study include that the majority of published studies were not based on learning theory and the development of learning theory orientations has prompted more studies to focus on constructivism and humanism than on behaviorism and cognitivism. In addition, most studies adopted a descriptive approach, followed by experimental methods and surveys, and most presented positive outcomes. These findings not only advance understanding of game-assisted learning from the important perspective of learning theory, but also provide useful insights for researchers and educators in issues related to game-assisted learning.