The Gaming Revolution in History Education: The Practice and Challenges of Integrating Game-Based Learning into Formal Education

Abstract

This study conducts a comprehensive literature review to explore the potential and challenges of integrating game-based learning (GBL) into formal history education. Given the increasing interest in the educational value of games, this review systematically examines academic research published over the past fifteen years. The analysis focuses on two major themes: (1) the development and theoretical underpinnings of history-related game-based learning, and (2) the difficulties encountered when implementing GBL in formal education systems, including issues related to curriculum alignment, teacher readiness, and instructional assessment. Drawing on 118 selected high-impact publications, this review identifies both the pedagogical benefits and the structural limitations of using historical games in the classroom. The findings highlight that while game-based learning holds promise in improving students’ engagement, motivation, and understanding of historical content, its practical implementation requires careful instructional design, sufficient resources, and alignment with national educational standards. This review concludes by proposing a set of strategic recommendations to guide future integration efforts of GBL into history education. As a literature review, this study does not involve empirical data collection but rather synthesizes existing research findings to inform educational practice and future inquiry.

1. Introduction

History courses play a crucial role in cultivating students’ passion for the subject, deepening their understanding of historical culture, and broadening their worldview, while also emphasizing the development of critical thinking and analytical skills [1]. These objectives are generally recognized as the foundational concepts of historical research and education; however, they do not fully reflect the distinctive purpose of history education—namely, to achieve broader educational functions and goals through learning activities and to offer students ample opportunities for self-development.

This gap in purpose is also one reason why history is often perceived as a boring subject [2], and teacher enthusiasm has been identified as a key factor influencing students’ motivation and interest in learning [3].

Learning history involves engaging with complex and extensive content, including the documentation of events and processes in human society. It enables learners to understand the wisdom and innovation of ancient civilizations, as well as the evolution of political, economic, academic, sociocultural, and legal systems [4]. As such, memory, structural reorganization, and analytical reasoning become especially important—an undeniable challenge for learners with weaker reading skills and critical thinking abilities [5].

To address these challenges, some history courses adopt visual explanations, leveraging the human brain’s superior ability to remember images over text [6]. These materials are often organized according to key elements such as people, time, causes, and processes, making it easier for learners to recall and internalize information. To further utilize the advantages of image-based memory, many studies have turned to game-based learning [7], which not only enhances memory through game visuals but also deepens understanding and retention through immersive, interactive gameplay [8]. Compared to traditional visual memory strategies, game-based learning has been shown to more effectively reinforce learners’ memory of historical events [9], increase engagement [10,11], and reduce the demand for extensive reading [12]—benefits that are particularly valuable for students with limited reading proficiency [13].

Traditional history education often relies heavily on reading and rote memorization. In contrast, game-based approaches allow students to engage with course materials in a more enjoyable and relaxed manner, reducing cognitive load [14], enhancing memory and comprehension, and ultimately improving learning outcomes [15].

Although numerous studies have confirmed the effectiveness of game-based learning in history education and identified various factors contributing to underachievement in the subject—such as lack of learner interest [16], ineffective study strategies and time management [17], and incomplete or inaccurate textbook content [18]—most of these investigations have focused on short-term interventions.

Few studies have explored the long-term integration of game-based learning into the formal history curriculum, which highlights the challenges of embedding such approaches into mainstream education. Moreover, traditional history courses tend to overemphasize fact transmission and memorization while lacking sufficient interactivity and engagement, contributing to student disengagement [16]. Although game-based learning has demonstrated the potential to engage students and stimulate interest, questions remain about how to implement it effectively and sustainably in formal education—an area that requires further empirical investigation.

Game-based learning offers a high degree of autonomy, enabling learners to progress at their own pace. However, this level of freedom may also lead to learners losing their sense of direction during gameplay, thereby hindering their ability to effectively grasp and retain the intended learning content [17]. One common issue in traditional textbook-based history instruction is the inadequate representation of the diverse perspectives surrounding historical events; in some cases, textbooks even contain misconceptions or factual errors [18]. Although game-based learning is characterized by its flexibility and interactivity, its design and implementation strategies still require further investigation and refinement.

Existing research indicates that designing and implementing effective game-based learning experiences demands considerable time and effort—requirements that may conflict with the constraints of current formal education systems. Moreover, educators are often expected to possess specialized knowledge in game design and pedagogical integration, but many teachers may lack the necessary training or experience in this area. This presents a significant barrier to the widespread adoption of game-based learning.

Given these challenges, the purpose of this study is to investigate the long-term integration of game-based learning into formal history education and to identify viable solutions to the key obstacles associated with its implementation. The central aim is to conduct a comprehensive literature review to understand the developmental trends of game-based learning within the domain of history education, examine the challenges and limitations encountered in its adoption, and propose targeted strategies and future directions to enhance its feasibility and effectiveness in formal educational settings.

To investigate these issues, this study adopts a literature review approach. By synthesizing empirical findings and conceptual discussions from past research, this study aims to identify both the potential and the challenges of implementing game-based learning in formal history education.

2. Methods

The core objective of this study is to explore the suitability of integrating game-based learning into the current formal education system. To achieve this, this study conducted an extensive review of published academic articles, reports, and books, aiming to gain a deeper understanding, evaluation, and explanation of the current state of the field. In alignment with this objective, the “literature review method” was adopted as the primary research approach. Through this method, this study references and extends upon the research themes and empirical findings of previous scholars.

Initially, the focus is placed on the application and development of game-based learning in the context of history education. This study analyzes recent trends in the field, investigates the principles and strategies commonly followed in the design of history-themed game-based learning, and introduces the tools and methods employed in these implementations. With a deeper understanding of the foundational framework and pedagogical principles behind game-based learning in history education, this study further explores the challenges and barriers that may arise during implementation. It also proposes strategies and recommendations for the effective integration of game-based learning in history instruction. Ultimately, through academic inquiry, this study aims to examine how the potential of game-based learning can be translated into effective instructional resources within formal education, thereby enhancing the learning environment and improving student outcomes.

This study follows a structured literature review approach based on principles adapted from the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines. Although not a full systematic review, this study applied a transparent and replicable selection process. The search was conducted using Google Scholar and other academic databases using the following keywords: “History Game,” “Game-Based Learning,” “Formal Education,” “Learning Achievement,” and “Learning Motivation.”

The inclusion criteria required that articles be published within the past 15 years, written in English or Chinese, and cited at least 300 times, to ensure credibility and scholarly influence. Studies that lacked empirical findings, or that addressed game-based learning in non-history subjects without transferable insights, were excluded. The selected literature primarily encompasses the theoretical foundations and practical applications of game-based learning, its influence on the teaching and learning of history, and its integration into the formal education system (as shown in

Table A1. Summary of Selected Studies on Game-Based Learning in History Education.

Findings	Citation	Included Excluded
This article defines gameplay and argues that games involve activities that achieve specific goals within the constraints of specific rules.	[53]	Included
This article discusses the limitations of historical research, emphasizing how the choices made by historians affect their conclusions, which are in turn limited by the way the historians choose to present their topics.	[89]	Included
This article explains the definitions of individual and situational interests and suggests that they have a significant impact on cognitive functioning and learning.	[90]	Included
This article emphasizes the importance of understanding motivation theory and applying it to educational practice to improve students’ learning motivation, and identifies motivation as a key factor affecting learning attitude, perseverance and achievement.	[91]	Included
This paper adopts a goal-oriented learning model, including the relationship between motivation, task goals and learning goals, and discusses the impact of goals on learning.	[92]	Included
In this article, the relationship between self-perception and learning motivation and performance is discussed, using measures involving modeling, goal setting, and feedback to influence self-efficacy.	[93]	Included
In this paper, the concept of non-formal education in developing countries of Asia, Africa and the Pacific is proposed.	[94]	Excluded
This paper studies that computer games can effectively enhance learners’ learning interest, but it is affected by factors such as software design, teachers, and other learning activities.	[95]	Included
This paper examines teachers’ conceptions of history education and finds that teachers view their purpose in six ways: focusing on history education, developing social studies, developing a national collective identity, developing a non-national identity, increasing understanding of current issues, and lessons from the past.	[5]	Included
This article proposes an overarching framework of mastery learning goals to conceptualize the learning goals that students may adopt in a classroom setting and their role in facilitating or self-regulating learning.	[96]	Included
This article discusses the research and theory of intrinsic and extrinsic motivation and discusses these two types of motivation in relation to autonomy.	[23]	Excluded
This paper investigates how personal, interests influence hobbies and learning, and finds that hobbies are associated with, emotional responses and a lasting impact on learning.	[97]	Excluded
This article proposes the process and model of teaching games and learning, judgment, behavior and feedback within the game, and possible learning goals.	[98]	Included
This article studies that good games have a learning motivation effect and stimulate the motivation for continuous learning.	[99]	Included
This article points out that game-based learning is helpful for learners of all industries and ages.	[7]	Excluded
This article proposes that educators of educational games have largely overlooked the cognitive potential of games.	[31]	Included
This article proposes that historical games have a rich historical story background to support the content of the game.	[100]	Included
This article argues that good video game designers use learning principles to make players learn and enjoy learning, but implementation in formal education is challenging.	[70]	Included
This paper proposes a game model that draws on learning theory, process theory, and game design, emphasizing the importance of providing players with immediate feedback, clear goals, and challenges that match their skill level.	[35]	Included
This article proposes that video games have the potential to transform education by providing immersive and socially engaging learning experiences.	[71]	Included
This article discusses how game-based learning can improve deep thinking and problem-solving skills.	[62]	Included
In this paper, a gaming framework is proposed to effectively evaluate games used in courses.	[101]	Included
This article provides an overview of the uses of video games in education through research.	[72]	Excluded
This article discusses the issues of non-formal education and basic education reform in different socioeconomic contexts.	[102]	Included
This paper proposes learner feedback as an evaluation metric to keep interest high. Teachers and game designers must collect and analyze learner feedback.	[103]	Included
This article discusses the need for user-centeredness in game design and the collaboration between game designers and educational professionals.	[104]	Included
This paper examines the need for research examining learning-as-learning to consider both interactions in game worlds and in a wider social context.	[105]	Included
This paper discusses historical thinking in the game Romance of the Three Kingdoms and proposes design principles for game-based learning.	[106]	Included
This article discusses educational models that address issues related to curriculum and learning.	[40]	Included
This article reviews the literature on educational video game design, focusing on design elements that facilitate learning and learning outcomes from video games.	[107]	Included
This article discusses the characteristics and potential of using computer games in education, emphasizing the need for trained instructors as facilitators of learning.	[88]	Included
This article explores how good games need to solve teaching difficulties through carefully designed questions and demonstrates that game-based learning is not just about technical issues but must also keep learners engaged and motivated.	[22]	Included
This paper concludes that feedback has a significant impact on learning achievement.	[52]	Included
This paper introduces motivation as a unique feature of learning systems that effectively motivates students and applies it to learning systems.	[80]	Included
This article develops a game. Research shows that games can increase subjective awareness and learning experience.	[108]	Included
This article proposes that game design principles are applicable to all fields and that the psychological aspects involved in games are key factors in improving game quality.	[21]	Excluded
This article mentions that online games can train logical reasoning skills.	[109]	Excluded
This paper explores the relationship between video games and history, focusing on specific games and their representations of real history.	[110]	Included
The paper concludes that the proposed game is learning is an effective learning method that can deepen people’s impression of historical events.	[9]	Included
This paper explores the commercial game market and draws lessons from it through game-based learning.	[30]	Excluded
This paper demonstrates that educational computer games can serve as effective and motivating learning environments.	[38]	Included
This article talks about the basic idea that games are learning.	[111]	Included
This paper proposes the development process and model of game-based learning.	[54]	Included
This paper discusses the basic theory of designing educational games.	[66]	Included
This article discusses game theory and the need for critical thinking when it comes to role-playing, which involves fictional game content.	[37]	Included
This paper discusses methodological challenges in educational technology research and proposes new approaches to data collection and research in this field.	[87]	Included
The article points out the effectiveness of game-based learning, but the integration between classroom and technology needs further research.	[12]	Included
The article emphasizes the need to strike a balance between education and games.	[19]	Included
This article shows that incorporating game-based learning into the classroom can effectively improve academic performance.	[32]	Included
This paper shows that designing educational games requires engaging game content and that teachers must have enough gaming experience.	[112]	Included
The article shows that positive emotions have a significant impact on student engagement and interest.	[113]	Excluded
This article explores how to help players understand historical events through historical game-based learning.	[114]	Included
This paper explores the factors that make it difficult for learners to learn history and shows that if there is a lack of visual teaching methods in the classroom, learners will find it difficult to learn.	[16]	Included
This paper examines how digital games can improve reading skills.	[13]	Included
The article provides game design suggestions and emphasizes that game fun and educational content must be balanced.	[20]	Included
This article explores the benefits and problems of educational games.	[69]	Included
This paper examines world history textbooks and investigates how these textbooks compose and present world history and how they arrange their content.	[18]	Included
The book explores the use of educational games, including their design, applications, and issues.	[115]	Included
The article explores developing transferable skills such as critical thinking, problem solving, collaboration, communication, motivation and learning.	[116]	Included
This article talks about the part of educational games that should explore learning, not just development.	[34]	Included
The book explores how to combine different types of games with learning content to achieve learning achievements.	[27]	Included
This paper explores the need for real-time evaluation in games.	[117]	Excluded
This paper proposes that game-based learning environments (GBLEs) can guide interactions and promote learner-centered learning opportunities.	[118]	Included
The paper proposes that video games are considered an important tool for learning history due to their interactivity and popularity.	[75]	Excluded
The article proposes a definition of learning. The author believes that learning is individual developmental adaptation, that is, changes in individual behavior due to the regularity of the individual environment.	[119]	Included
This study shows that the game environment of serious games can promote learning and learning motivation, but the prerequisite is that the game must contain educational content that enables learners to actively learn.	[28]	Included
The article shows that history education is a subject that cultivates abilities such as memory, knowledge, and values.	[120]	Included
The article suggests that technology will continue to play a more important role in education and that educators should be aware of the potential impact of emerging technologies on teaching and learning.	[121]	Included
This paper explores representations of the historical realm in digital games and how gamers engage with, recreate, subvert, and direct the historical past. It raises new questions about the ways in which gamers interact with game worlds and whether digital games alter understandings of history itself.	[122]	Included
This article provides directions for educators to use games to teach critical thinking and historical analysis courses.	[77]	Included
The paper shows that game-based learning can improve engagement and learning performance, but issues such as teacher preparation time and technology need to be overcome.	[123]	Included
The paper shows that having clear conceptual divisions helps learners and scholars develop their educational knowledge systems and enhance the achievement of their goals.	[124]	Included
This study found that the collaborative learning environment of game-based learning can enhance learners’ learning attitudes, motivation, etc.	[125]	Included
The paper shows that serious games are more effective and motivating for learning than traditional teaching methods.	[56]	Included
This question discusses game-based learning. Serious games are more effective and motivating for learning than traditional teaching methods.	[126]	Included
The paper proposes a framework for the appropriate integration of games in education, supporting different objectives at different steps in the formal educational process, with a focus on assessment, feedback, and learning analytics.	[127]	Included
This paper proposes the principles of game design	[63]	Included
This paper shows that there are difficulties and challenges in introducing role-playing learning into formal education, including the lack of experience of teachers.	[86]	Included
This article proposes four educational methods suitable for learners in primary school.	[44]	Included
This article proposes game theory. The author believes that games are an inseparable tool from life and a way to promote interaction with others.	[128]	Included
The article concludes that merging reality and fiction in computer games may be an augmented reality experience.	[29]	Included
This article discusses the use of serious games in teaching and the elements of games.	[61]	Included
The article shows that dynamic images help memory.	[6]	Excluded
This paper explores the application of games in education, and discusses its game background, game mechanics, design principles, etc., and shows that games can enhance learners’ learning motivation.	[33]	Included
This paper demonstrates that to study or apply games as learning environments, multiple dimensions must be considered, including cognitive, behavioral, emotional, and sociocultural.	[129]	Included
The article concluded that it improves problem-solving ability, spatial skills and perseverance.	[130]	Excluded
This article discusses how to develop educational games and suggests that historical facts can be used as the main basis for designing games.	[131]	Included
This article shows that to use educational games in the curriculum, educational training of educators is very important.	[132]	Included
The article states that learning goals can be better achieved through feedback, analysis of game content and improvement.	[64]	Included
This article provides guidelines for developing and designing games.	[133]	Included
This article suggests that modern teaching needs to shift from traditional teaching to multi-faceted educational tools to enhance learners’ understanding of history.	[134]	Included
The article points out that game-based learning can be introduced into formal education, but there are also difficulties and challenges, and educators are also worried about this.	[39]	Included
This article proposes the use of historical games in classroom teaching and points out the importance of historical games.	[55]	Included
The article states that when using games as a learning environment, multiple levels must be considered, including cognitive, behavioral, emotional, and sociocultural.	[129]	Included
This article reviews the use of games in education, emphasizing the need for systematic research and rigorous testing to ensure the educational benefits of games.	[42]	Included
This article explores the benefits and difficulties of using emerging technologies in education.	[43]	Included
This paper proposes design principles for historical games to enhance understanding of history.	[135]	Included
The article states that historical games help us understand history.	[136]	Included
This paper explores game design methods to optimize educational games using effective methods.	[68]	Included
The book provides game design principles for different fields and contents.	[67]	Included
This article shows that game-based learning enhances learning fun through entertainment.	[8]	Excluded
This paper shows that providing feedback and rewards that support intrinsic motivation can effectively maintain learners’ interest in the game.	[137]	Excluded
This paper describes a multi-faceted reinforcement learning framework for balancing learning and engagement in a game-based learning environment.	[11]	Included
This paper shows that video games can enhance the use of declarative knowledge and improve overall learning performance.	[15]	Included
The article shows that game-based learning can enhance learners’ learning motivation.	[138]	Excluded
This paper proposes that the design of educational games needs to have cognitive, motivational and emotional aspects, and design engaging games based on these factors.	[10]	Included
The article explains that digital games can reduce players’ frustration, and the reward mechanism provided is believed to enhance learning motivation.	[73]	Included
The article discusses effective history teaching and learning as well as challenges and approaches, including the use of higher-order thinking skills and technology.	[4]	Included
The article mentions that the goal of historical games is to be historically accurate.	[139]	Included
This article uses historical games as a research point to cultivate a sense of connection between humans and history through social education. It finds that players are willing to let games rewrite their beliefs about history and explores the historical accuracy of games.	[25]	Included
The article suggests that educational game design should strive to create games that allow players to engage, explore and experiment, and proposes design principles.	[140]	Included
This article explores the application of game-based learning in formal education and discusses the need for relevant educational training for learners.	[51]	Included
The article shows that critical thinking is important in social subjects and that higher-order thinking skills can improve learners.	[46]	Included
The article shows that video games can be used as an educational tool.	[141]	Included
This article explores the importance of computer games for historical learning.	[142]	Included
This paper conducts a preliminary study to understand how the learning process is implemented in the classroom and how the learning resources used affect students’ learning motivation.	[143]	Included
This paper proposes a method for evaluating games as learning environments, using comparisons based on the realism and learning potential of historical games.	[144]	Included
The article mentions that game-based learning can help struggling learners and that engagement analytics can inform game development.	[14]	Included
This paper explores the need for data-driven educational games based on survey data, and games to facilitate student learning.	[60]	Included
The paper found that game-based learning improved learners’ academic performance and increased learners’ interest in learning.	[145]	Included
This article explores game designers’ historical perspectives and how games can interpret history and design attractive games.	[146]	Included
The article shows that games are effective tools for difficult courses.	[45]	Excluded
The article suggests that video games intensify representations and accounts of past events.	[147]	Included
This article describes the arguments for and against video games in education.	[148]	Included
This article proposes a historical thinking framework and uses the framework in the classroom.	[1]	Included
This paper analyses the challenges faced by historical games in education.	[149]	Included
This article analyzes historical games and concludes that historical games can effectively teach and spread culture.	[150]	Included
This paper studies game-based learning and finds that it can improve learners’ learning motivation, emotional engagement, and learning pleasure.	[85]	Excluded
The paper suggests that game-based learning can enhance learners’ understanding and appreciation of history, as well as potentially developing problem-solving and critical thinking skills.	[151]	Excluded
The article shows that educational games can stimulate learning, engage learners, and enhance knowledge.	[41]	Excluded
This paper explores whether the teaching enthusiasm of teachers can influence learners. The results show that the teaching enthusiasm of teachers can influence learners.	[3]	Excluded
This paper proposes an adaptive learning system framework that can help learners’ weak abilities and improve learning outcomes.	[65]	Included
This article suggests that teachers should use multiple assessment methods to evaluate learners’ learning achievements based on the learners’ own status.	[152]	Excluded
The article states that continuous learning assessment can improve learners’ learning outcomes.	[153]	Included
This paper explores how augmented reality (AR) technology can be used to make learning history more engaging and effective.	[17]	Excluded
This study found that in an online learning environment, the problem-based learning model has a significant impact on students’ academic performance in history.	[2]	Included
This paper proposes four verification methods that can improve learning performance in formal education.	[154]	Included
The article states that game-based learning still needs to solve many problems, including the nature of learning and design ethics.	[155]	Included
This paper shows that game-based learning has a positive impact on learners’ learning of critical thinking.	[48]	Included
The article shows that game-based learning can help learning.	[36]	Excluded
The paper discusses the challenges facing gaming companies due to the increasing complexity of games and the need for new solutions to manage the production pipeline.	[50]	Excluded
This paper discusses indicators of critical learning skills in learning according to the cognitive growth model.	[156]	Excluded
This paper discusses how the competitive elements in game-based learning can enhance learners’ motivation and interest.	[47]	Excluded
This paper discusses the importance of game genre selection for historical learning games.	[157]	Excluded
The paper explores the benefits of game-based learning for learners and suggests that game-based learning that covers more historical content is more suitable for university level.	[49]	Excluded
The paper mentions that if game-based learning is conducted in an authoritative, centralized manner, it does not help with cognitive load and may decline.	[158]	Excluded
The paper shows that immersive game-based learning does not differ significantly from traditional methods.	[159]	Excluded

). Through detailed analysis and synthesis of these studies, this research provides a comprehensive overview of current developments and offers valuable guidance for future research directions.

3. Results

3.1. Game-Based Learning in the Field of History

This paper aims to provide an in-depth analysis of the key factors involved in integrating game-based learning into the formal education system, as identified in this study. It begins by examining the application and development of game-based learning in the context of history education. Historical-themed games have long been popular among players due to their rich narratives and immersive storytelling. Unlike other types of games, historical games use real-world events as their backdrop, which not only supports the game’s storyline but also enriches its educational content. However, from the learner’s perspective, engagement and enjoyment are crucial—if a game lacks entertainment value, its educational effectiveness may be greatly diminished [19]. Thus, the design of historical games must be grounded in well-defined learning objectives and should incorporate authentic historical elements to ensure alignment between game content and educational goals [20]. During this process, it is essential to avoid distorting or misrepresenting historical facts, as doing so may lead to learners developing misconceptions about history.

Furthermore, visual design plays a critical role in the success of educational games. High-quality visuals can significantly enhance a game’s appeal and learner engagement. Given that many game designers come from software development backgrounds, interdisciplinary collaboration—particularly with historians and educators—is vital to improving the overall quality of the game [21]. The rise of immersive technologies such as virtual reality (VR) has further enhanced the gaming experience, offering learners deeper engagement—an especially valuable asset for narrative-driven historical games. When learners feel immersed, their interest and memory retention are greatly improved [22]. In addition, reward mechanisms and community interaction are key elements in game-based learning. Providing rewards for achieving learning goals or completing challenges can effectively sustain learner motivation [23]. Meanwhile, incorporating social features such as forums and online communities allows learners to exchange experiences and strategies, further enhancing learning outcomes [24].

While game-based learning holds great promise in boosting learners’ motivation, engagement, and interest, it may struggle to comprehensively cover the depth and breadth of complex subject matter. Over time, the novelty of the game may wear off, reducing its motivational impact and potentially diminishing learning effectiveness. Successful implementation of game-based learning requires not only well-designed curriculum integration but also access to adequate teaching resources and technology. Moreover, assessing learning outcomes presents another challenge. Traditional evaluation methods may fall short in capturing the full range of outcomes associated with experiential and interactive learning. Therefore, more comprehensive and multidimensional assessment tools are needed—ones that can measure not just content knowledge, but also higher-order thinking, problem-solving, and collaboration skills. Given the diverse and complex nature of learning in game-based environments, meaningful assessment remains a significant obstacle.

Taking all of this into account, game-based learning may not be suitable for large-scale or long-term instruction, especially when dealing with highly complex content. However, by fully understanding its limitations, educators can more strategically leverage game-based learning to enhance specific aspects of the educational experience—particularly in subjects like history. Previous research has shown that learners can gain unique historical insights during gameplay, such as developing emotional connections with historical figures and adopting multi-perspective understandings of historical events [25]. Nevertheless, even if students feel deeply immersed in history through such experiences, this does not guarantee the development of critical thinking skills. Additionally, some studies suggest that although historical games allow learners to access and engage with historical events, the narrative structure and gameplay design may introduce elements that are inconsistent with historical accuracy [26], which can potentially distort learners’ understanding of the past.

In light of these findings, it is clear that as educational technology evolves, game-based learning has become an emerging trend in the field of education [27]. While this approach can significantly enhance learner engagement and interest [28], it also introduces a risk: in an effort to increase narrative depth and entertainment value, designers may introduce fictional elements [29]. Therefore, educators and game designers must work collaboratively to help learners distinguish between historical fact and fictional embellishment to avoid confusion and ensure that learning outcomes are not compromised [25].

3.2. The Impact of Game-Based Learning on Student Learning in the Field of History

Historical game-based learning has demonstrated a significant positive effect on stimulating learners’ motivation. First, games offer an engaging and immersive approach to learning that is often more appealing than traditional instructional methods. Rather than being limited to textbooks or lectures, learners engage with history in contextualized virtual environments where they can assume historical roles and participate in key events. This form of situated learning fosters interest and enhances motivation [30]. Additionally, educational games are typically designed with elements of challenge, rewards, and feedback, all of which further stimulate learner engagement. As learners complete in-game tasks or achieve specific goals, they not only experience a sense of accomplishment and satisfaction but also acquire historical knowledge during gameplay. Games also provide immediate feedback, enabling learners to monitor their progress and adjust their strategies accordingly. Collectively, these elements serve to significantly enhance learning motivation.

Game-based learning is particularly compelling in history education, where it has been shown to increase student interest and participation [25]. By immersing learners in historically themed environments, games foster deeper engagement, allowing students to master historical knowledge in a fun and challenge-driven context. The entertainment value of games plays a crucial role in this regard. Their combination of visual, auditory, and contextual simulations enables learners to explore historical events from multiple perspectives and dimensions [31]. Furthermore, task-based challenges and competitive features heighten motivation and promote goal-directed learning [7].

The interactive nature of games also contributes to increased engagement. Within a game, learners can interact with the environment, non-player characters, and even peers, which enhances both the variety of learning experiences and the richness of the process [32]. For instance, learners might deepen their historical understanding through dialogue with characters or develop problem-solving abilities through collaboration or competition with other players [33]. As motivation and interest grow, learners’ attitudes toward learning also evolve, which in turn impacts academic performance and the overall learning experience. Improved learning attitudes can foster increased enthusiasm, greater time investment, and reduced anxiety. When students are passionate about learning, their resilience in the face of difficulties also improves [34], helping to cultivate a growth mindset that embraces challenges and setbacks as opportunities for improvement.

Reward mechanisms embedded in games provide learners with a sense of accomplishment, reinforcing their enjoyment of learning. Even when faced with failure, the game context allows learners to try again and improve, thereby strengthening stress tolerance [35]. The appropriate use of game-based learning can significantly enhance motivation [36]. In game environments, students naturally seek solutions when confronted with challenges, leading to persistence and problem-solving behaviors that build resilience. This, in turn, reduces academic stress and helps students maintain a positive attitude throughout the learning process [35].

When games are meaningfully integrated with instructional content, learners tend to achieve deeper understanding and more thorough knowledge acquisition, as they are required to apply learned concepts in order to complete tasks. Previous studies have shown that the reward systems embedded in educational games can stimulate motivation and enhance interest [37]. Sustained engagement and effort in such environments often lead to improved academic performance. Moreover, game-based learning provides a safe virtual space in which students can experiment, face challenges, and learn from their mistakes [38]. These experiences enhance mastery of subject matter, while also fostering stress tolerance and problem-solving abilities—factors that collectively contribute to improved learning outcomes.

3.3. Difficulties and Challenges in Introducing Game-Based Learning into Formal Education

Introducing game-based learning (GBL) into formal education is undoubtedly a challenging task. These challenges stem from multiple dimensions, including teacher competencies, curriculum design, implementation strategies, and assessment mechanisms. A detailed overview of the key challenges is provided below:

• Teachers’ Competence and Knowledge

Effective implementation of GBL requires teachers to possess relevant knowledge and technical skills. However, research indicates that many educators lack experience in using or designing educational games, which hinders the effective integration of games into classroom instruction and may lead to implementation difficulties [39]. Thus, educational institutions should offer comprehensive training and resources to support teachers in acquiring the necessary GBL-related skills.

• Curriculum Design Challenges

Integrating GBL into long-term instructional planning presents another obstacle. Currently, there is limited research exploring how to systematically embed GBL into extended learning programs, making it more difficult for schools to adopt GBL on a curricular scale [33]. More longitudinal studies are needed to demonstrate the sustainable benefits of GBL and encourage its wider adoption.

• Implementation Issues

Even if a game is well-aligned with curricular goals, how to deploy it effectively in the classroom remains a complex issue. Because students vary in prior knowledge and learning styles, educators must find differentiated instructional strategies that accommodate diverse learners and maximize the impact of GBL [40].

• Technological Literacy Considerations

While technological fluency has become increasingly important in modern education, not all students possess the necessary digital skills or access to devices required for GBL [41]. Schools must ensure equitable access to technology and technical support to guarantee all students can benefit from GBL opportunities.

• Assessment Challenges

Assessing learning outcomes in GBL environments remains difficult. Traditional assessment methods often fall short of capturing the full range of competencies developed through game-based activities. Effective evaluation should encompass not only knowledge acquisition but also skills development, such as problem solving, teamwork, and persistence [42]. This often entails significant investment in developing new assessment models.

Table 1. Design and Implementation Challenges of Educational Historical Games.

Challenges	Proposed Solutions
Teachers’ Competence and Knowledge	Provide comprehensive professional development and training programs to equip teachers with the necessary skills and knowledge to implement GBL effectively.
Curriculum Design Challenges	Conduct more longitudinal studies and design curriculum frameworks that allow for the systematic and long-term integration of GBL.
Implementation Issues	Adopt differentiated instructional strategies that cater to diverse learners’ prior knowledge and learning styles to enhance GBL effectiveness.
Technological Literacy Considerations	Ensure equal access to digital tools and provide technical support to bridge the gap in technological literacy among students.
Assessment Challenges	Develop new assessment models tailored to GBL that measure both cognitive and non-cognitive skills such as problem solving, collaboration, and persistence.

below provides a consolidated summary of the core challenges in the design and implementation of educational historical games, along with strategies that have been proposed in the literature to mitigate these difficulties. In summary, integrating GBL into formal education requires overcoming substantial challenges, yet its potential to enhance motivation, engagement, and learning outcomes makes it a valuable instructional strategy [43].

This study further examines the stage-specific challenges of GBL integration across primary, secondary, and tertiary education.

• The Elementary School Stage

At the primary level, students’ cognitive and critical thinking abilities are still developing, and their understanding of historical events tends to be basic and concrete [44]. This necessitates age-appropriate game content. Game interfaces must be intuitive and simple to operate, and learning tasks should be scaffolded to match students’ abilities [45]. For example, cartoon-style visuals and story-driven quests can help immerse learners. A game might feature a young Inuit protagonist navigating challenges to teach players about Arctic cultures, incorporating voiceovers and animations to depict key people, artifacts, and traditions. Embedded activities like puzzles and dialogue trees can reinforce comprehension through interaction.

• The Junior High School Stage

At this stage, students begin to develop stronger reasoning and abstract thinking skills [46], enabling deeper engagement with complex historical topics. However, this also raises the bar for GBL design, as games must now offer more nuanced content. To maintain engagement, designers can adopt turn-based strategy games like Civilization, which allow students to build societies and explore political, economic, and cultural systems. The inclusion of famous historical figures and historically themed decision-making can foster analytical skills and historical empathy. As students mature, incorporating competitive elements can also enhance motivation [47]. Nevertheless, designers must ensure that game complexity aligns with students’ cognitive load.

• The University Stage

At the college level, students possess mature cognitive abilities and are capable of critically evaluating historical content [48]. Therefore, historical accuracy and depth become even more critical in GBL design. Games must not only be visually and narratively sophisticated but also grounded in rigorous historical evidence. For example, games like Assassin’s Creed feature immersive environments and rich historical settings that stimulate learners’ interest while encouraging deeper exploration of content through interactive storytelling [49]. However, higher autonomy at this stage may also lead to excessive gameplay and a loss of focus on learning objectives. To address this, games should incorporate reflective tasks and structured debriefing sessions. Advanced design, compelling storylines, and academic tie-ins are crucial for sustaining university-level engagement [50].

Despite stage-specific considerations, several challenges persist across all levels. First, game development demands significant time, manpower, and financial investment—barriers that often deter under-resourced schools from pursuing GBL integration [39]. Second, games may not comprehensively cover all curriculum content, potentially leading to fragmented or biased historical understanding.

In sum, integrating GBL into history education in formal settings requires educators to overcome challenges related to game design resources, content comprehensiveness, assessment alignment, and balancing learning goals with entertainment. Nonetheless, GBL offers unique benefits—enhancing motivation, increasing engagement, and promoting experiential learning. Educators and researchers must continue to seek practical strategies for problem solving to fully unlock the potential of GBL and make it a sustainable and effective component of formal history education.

3.4. Addressing the Challenges of Introducing Historical Game-Based Learning into Formal Education

Although teachers’ lack of gaming experience poses a challenge, this issue can be effectively mitigated through targeted training and the gradual accumulation of relevant experience. However, such an approach requires additional time investment from educators, and not all teachers are willing or able to adopt this new instructional method. If educational institutions recognize the value of game-based pedagogy and provide institutional support, this barrier can be significantly reduced. Nonetheless, this must be accompanied by well-structured educational strategies to prevent teaching quality from being compromised due to insufficient teacher preparation [51].

The challenge of game design should not be underestimated, but collaboration between educators and game designers can provide a viable solution. One effective approach is to deconstruct broad historical content into smaller, thematically connected modules. Games can then be developed based on consistent core mechanics while varying the content across chapters. This modular design reduces the complexity of developing games that span large historical scopes. Similarly, modular assessment methods can be implemented to evaluate learning outcomes and strengthen weaker knowledge areas [52]. If learners exhibit deficiencies in technological skills that lead to operational errors, these gaps can be addressed through preliminary diagnostics or pre-training sessions that ensure students are equipped with the necessary prior knowledge.

The role of game-based learning in formal education—whether as a supplementary tool or a replacement for traditional instruction—depends on the comprehensiveness and depth of content provided by the games. Different strategies should be tailored to different educational stages. For example, simple, story-driven games with intuitive controls are appropriate for elementary school students. In contrast, games for junior high and high school students should contain more complex historical content and incorporate more challenging gameplay mechanics. At the university level, games can be designed to include extensive historical narratives and foster critical discussion [45]. Based on these differences, teachers can determine whether game-based learning should serve as an adjunct resource or replace traditional instructional methods [52].

However, even if educational institutions adopt game-based learning, teachers who are less enthusiastic about this approach may use games only as supplementary tools for classroom review or homework enrichment. Thus, fully digitized or gamified instruction still requires further research and refinement. Moreover, for courses that incorporate games, teachers should establish reasonable time constraints and ensure that students’ in-game activities align with specific learning objectives. Educators should also guide students in maintaining a balanced approach between gaming and other academic responsibilities to prevent excessive gaming from interfering with overall academic performance.

In conclusion, while the strategies outlined above can address many of the challenges associated with implementing game-based learning in formal education, long-term planning and further research are required—particularly regarding educators’ attitudes and curriculum design. Nevertheless, the successful integration of game-based learning into formal educational systems remains a highly promising and attainable goal [53].

3.5. Key Elements of Applying Game-Based Learning to History

In the teaching of history, one of the persistent challenges is capturing students’ interest [54]. This difficulty arises not only from the inherent characteristics of the subject itself but also from a range of complex factors, including the teacher’s instructional quality, teaching methods, and students’ general boredom and disinterest in history courses. Therefore, adopting game-based learning can be an effective strategy to address these learning challenges. During the game design process, developers can identify the major obstacles students encounter while learning history and tailor the design to address these issues. The following are key elements for effectively applying game-based learning to the teaching of history:

• Enhancing Interest in History

Game-based learning engages students with historical content in innovative and exciting ways, fostering both critical thinking and problem-solving abilities while providing a more immersive and interactive learning experience [55]. The objective of game design in this context is to reimagine historical education as a compelling experience that captivates learners. By creating engaging environments and incorporating innovative gameplay mechanics, games can offer students an immersive and meaningful encounter with historical narratives [21].

• Addressing Challenges with Historical Memory and Text Comprehension

Many students struggle with memorizing historical facts or interpreting complex, antiquated texts. Game-based learning can help students navigate large volumes of historical information, retain key facts, and better understand historical concepts, shifting the emphasis from rote memorization to conceptual understanding. Games are particularly effective in helping students organize and process extensive textual information, thereby improving overall learning efficiency [56].

Among the various examples of incorporating historical games into classroom instruction, several notable cases demonstrate how such approaches not only enhance student engagement but also foster a deeper understanding of historical content. One prominent example is Sid Meier’s Civilization IV: Colonization, which has been integrated into college-level humanities courses. In this context, students engage with the game alongside lectures and critical discussions, enabling them to challenge conventional historical narratives and engage more meaningfully with historical events [57].

Another example is OlympiaQuiz, a board game specifically designed to teach the history of the Olympic Games. This game employs strategic learning mechanisms to enhance students’ understanding of the social and historical contexts surrounding the Olympics. Research has shown that this gamified approach effectively increases student interest and engagement, particularly in sports and history-related courses [58].

A third notable case is the Historical Games in the History of American Immigration project, which integrates materials from the Rutgers Oral History Archives with game-based learning. By combining oral history with interactive gameplay, this approach allows students to explore rich historical content while deepening their comprehension and retention through active participation [59].

Despite the demonstrated benefits of game-based learning in history education, its classroom adoption remains limited, with only a small number of educators incorporating such methods into their teaching practice [60]. This highlights the importance of exploring effective strategies for incorporating game-based learning into the formal education system. Successful integration may require targeted teacher training, allocation of appropriate resources, and promotion of the pedagogical value of game-based learning. Through these approaches, educators can better address the teaching challenges inherent in history education, create more engaging learning environments, and improve students’ academic outcomes.

The following section of this study will further explore the practical difficulties and challenges associated with the implementation of game-based learning in history education.

3.6. Difficulties and Challenges Encountered in Applying Game-Based Learning in the Field of History

Integrating entertainment and educational value seamlessly within a game remains a significant challenge [61]. For example, Dynasty Warriors, a popular game set during the well-known Three Kingdoms period, enjoys widespread popularity among players but contains numerous historical inaccuracies and implausible scenarios [62]. While the game’s levels are loosely based on real historical events, in an effort to enhance gameplay and increase entertainment value, many elements deviate from historical facts and common logic. As such, learners can only treat these games as supplementary tools that help trigger historical memory—provided they are able to distinguish between factual content and fictional embellishments. However, not all learners possess the ability to discern these differences, making coordination between game designers and educators essential to ensure a balanced alignment between game design and learning objectives.

To address this issue, implementing an iterative evaluation design process is recommended [63]. This approach involves a cycle of game design, testing, evaluation, and subsequent redesign, enabling developers to collect and analyze learners’ behavioral data and feedback. Based on this analysis, game elements and content can be refined to better align with intended educational outcomes [64].

Additionally, the development of adaptive learning systems offers another promising solution. Such systems can dynamically tailor content based on the learner’s performance and abilities within the game [65]. For instance, if a learner excels at a particular level, the system can introduce more advanced and in-depth content; conversely, if the learner struggles, the system can offer clearer guidance and additional practice opportunities. This adaptive approach not only enhances the personalization of learning but also supports more effective mastery of historical knowledge.

In the development of game storylines and gameplay modes, it is advisable to incorporate the expertise of professional historians to ensure that the game, while engaging to learners, maintains historical authenticity and educational value. This approach helps prevent deviations from historical facts and reinforces the game’s instructional purpose. Additionally, when the introduction of fictional or non-historical content is necessary, accurate historical information can be provided through labels or pop-up windows to prevent learners from internalizing incorrect knowledge. This study argues that game design should provide a dynamic and interactive learning experience—one that captivates learners while deepening their understanding of content—thus achieving an optimal balance between entertainment and education [62].

Another challenge in historical games is achieving a balance between single and multiple perspectives. Game narratives often lean toward a single point of view, as designers typically structure stories and levels around predetermined characters or perspectives, potentially sidelining others [62]. For instance, in Dynasty Warriors, players may prefer well-known characters like Liu Bei or Cao Cao, which can result in the marginalization of other historical figures and their viewpoints. To address this, designers can implement game mechanics that require learners to complete levels tied to specific, less-popular characters before accessing more prominent ones. This structure encourages exploration and understanding of a broader range of historical roles. Furthermore, games can feature multiple characters with distinct backgrounds and experiences, all converging around a single historical event. Such a design enables learners to grasp historical developments from varied perspectives, effectively balancing narrative bias and enriching the educational value of the gameplay [30].

A third challenge in the application of game-based learning in history is resource constraints, particularly in the development of educational games. Creating a game with historical depth, educational value, and player appeal is a complex task that demands significant time and coordination [66]. The design process includes multiple stages—planning, development, testing, debugging, and deployment—each requiring substantial time investment [67]. For historical games, additional time must also be allocated for rigorous historical research to ensure content accuracy and instructional relevance [55]. Human resources pose another challenge, as development requires collaboration between game designers and history educators. Teachers must also revise their lesson plans and teaching strategies, which may necessitate targeted training [68]. Financial resources are equally critical: developing an educational game involves funding not only a multidisciplinary design team but also historical consultants. For institutions with limited budgets, these demands can be prohibitive. Clearly, resource limitations—spanning time, personnel, and funding—are major obstacles to the development and implementation of historical game-based learning platforms. Hence, detailed planning and feasibility assessment are essential before initiating such projects to avoid failure due to insufficient resources.

The fourth major challenge is the perceived dichotomy between learning and games. Many educators hold preconceived notions that games are purely entertainment and incompatible with academic learning, leading to resistance against integrating games into the classroom [31]. Although game-based learning has been shown to improve learners’ motivation, engagement, and other outcomes [69], prior studies also indicate that few educators actually adopt game-based approaches [60]. This may be due to the lack of educational intent in many commercial games, and the inherent differences in content delivery between traditional and game-based methods, which can create learning gaps [70]. Additionally, some games introduce violent elements to enhance playability, and many educational games lack grounding in learning theory or research-based design, leading to inconsistencies between game narratives and historical facts [71].

To enhance clarity and facilitate comprehension of the difficulties discussed,

Table 2. Summary of Key Challenges and Proposed Solutions in the Use of Historical Games in Formal Education.

Challenges	Proposed Solutions
Historical games often sacrifice accuracy for entertainment, leading to misconceptions about real events.	Encourage collaboration between game developers and historians to ensure accuracy; use in-game indicators to differentiate fiction.
Students may lack the ability to distinguish between fictional and historical content in games.	Provide in-game prompts or labels to clarify historical facts; educators guide critical reflection.
Game development for educational purposes requires iterative design, user feedback, and data analysis.	Apply an iterative game design model involving playtesting and refinement; integrate adaptive learning mechanisms.
Balancing single and multiple perspectives in historical games is challenging and often results in biased narratives.	Design gameplay to require exploration of different characters before accessing main storylines; incorporate diverse perspectives.
Developing educational games requires significant time, manpower, and financial resources.	Conduct thorough pre-planning and secure interdisciplinary teams including educators and historians.
Educators often have preconceived notions about the incompatibility of games and learning.	Provide training for educators to understand game-based learning benefits and reduce bias.
Most educational games lack pedagogical grounding and are developed without reference to learning theories.	Base game design on established learning theories and ensure alignment with curriculum goals.

summarizes the key problems identified in the use of historical digital games in formal education and their corresponding proposed solutions based on the reviewed literature.

It is evident that introducing game-based learning into formal education requires institutional support and professional teacher training to fulfill its instructional potential. Educators must be made aware that games can serve as powerful learning tools—not merely sources of entertainment [72,73]. Teacher training is especially vital; through it, instructors can learn how to integrate games into their curricula, utilize games to guide student learning effectively, and design or adapt instructional content using game-based tools. Institutional support is also crucial, encompassing resource provision, open-minded instructional environments, suitable facilities, and financial backing [74]. Importantly, the implementation of game-based learning should proceed gradually—starting with pilot tests, scaling up progressively, and adjusting continuously based on practical experience. The next section of this study will further explore the specific challenges involved in incorporating game-based learning into formal education.

4. Discussion

4.1. Tool-Oriented and Character-Oriented Considerations

In the literature review of this study, we explored the potential and value of game-based learning in the field of history education. We found that the rich audiovisual effects and interactivity of games can effectively enhance learners’ motivation, allowing them to engage with historical content in a more concrete and intuitive manner, thereby deepening their understanding of historical knowledge [75]. However, this study also acknowledges that the implementation and integration of game-based learning is not without challenges. These challenges can be discussed from two main perspectives: tools and stakeholders.

• Tool-Oriented Considerations

When applying game-based learning to history education, the first priority is to establish clear learning objectives. Learning objectives refer to the expected outcomes learners aim to achieve, such as improved academic performance or enhanced motivation. Games can be strategically designed to fulfill these objectives [76]. For example, some studies have investigated incorporating richer historical content into games to enhance learning achievement, or have added entertaining elements to increase student engagement [31]. However, it is crucial that the integration of historical elements maintains factual accuracy to avoid causing cognitive confusion among learners [77].

This study proposes the following strategies:

• Utilize diversified assessment methods: To assess student learning in GBL environments, we suggest a multidimensional evaluation framework, integrating knowledge tests [78], reflective journals, and behavioral analytics. By stealth assessment approach [79], this model aims to capture not only factual recall but also critical thinking, historical reasoning, and persistence in gameplay. Such tools help bridge the gap between traditional assessment and the dynamic nature of GBL.
• Introduce game rewards and community activities: To boost learner motivation, it is recommended to incorporate reward systems and social features within the game [80]. Learners can earn points or receive special in-game items through performance or participation in community activities. These features can increase learner engagement and encourage sustained participation.
• Incorporate multiple historical perspectives: To foster a broader understanding of history, games should require learners to complete levels from the perspectives of different characters before accessing more popular figures. This design encourages learners to explore a variety of viewpoints and understand the historical context from multiple angles.
• Integrate traditional education with game-based learning: To ensure historical authenticity while maintaining player engagement, developers can collaborate with historians, use historical sources as narrative anchors, and clearly distinguish fictionalized content through in-game prompts [64]. Multi-character narratives representing diverse perspectives can further enrich students’ understanding of complex historical events, promoting deeper historical inquiry while sustaining interest.

• Character-Oriented Considerations

Stakeholders such as teachers, learners, game designers, and educational institutions may encounter various obstacles during the implementation of game-based learning. Teachers often lack experience with educational games and may require specialized training to use these tools effectively. Learners need to maintain a healthy balance between playing and studying to avoid excessive gaming. Institutions must ensure the availability of adequate resources to support game-based instruction.

To address these challenges, this study proposes the following solutions:

• Conduct more empirical research across different educational stages to verify the effectiveness of game-based learning and provide evidence-based recommendations for implementation.
• Provide ongoing professional development for teachers, and establish robust evaluation mechanisms to assess the effectiveness of educational games and refine teaching strategies accordingly.
• Ensure the historical accuracy and educational value of game content, avoiding distortions that could lead to misconceptions.
• Continuously revise and optimize game content to ensure alignment with evolving educational objectives and curriculum standards.

The proposed strategic framework is grounded in key insights drawn from the literature reviewed in this study. The emphasis on iterative design cycles reflects principles articulated by Arnab, Lim [61] and Fullerton [63], while the call for adaptive systems aligns with findings from Pelánek [65]. Furthermore, the framework’s attention to balancing historical accuracy with learner engagement addresses concerns previously noted by Klopfer, Osterweil [30] and Squire [62]. Together, these empirical perspectives inform a framework that is both theoretically sound and practically applicable within game-based history education.

Moreover, the limited experience many educators have with game-based learning highlights the need for a structured and phased professional development plan. Such a plan may begin with foundational workshops introducing the core principles of game-based learning, followed by self-paced online modules that incorporate specific historical games aligned with curricular goals. Additionally, establishing a collaborative learning community can facilitate the exchange of strategies, resources, and teaching experiences among educators. Providing accessible materials and sustained support is essential to enhancing teachers’ confidence and competence in implementing game-based learning effectively in history education.

4.2. The Systematic Strategic Framework

Building on the analysis of challenges and corresponding strategies, this study proposes a systematic strategic framework for implementing game-based learning in formal education, supplemented by illustrative case examples:

• The Preliminary Preparation Stage:

Teachers must first define clear, measurable learning objectives—such as improving academic performance, increasing classroom engagement, or enhancing student interest. Since these objectives will directly influence game design, early collaboration between educators and game developers is critical to ensure alignment between game themes and historical content. Additionally, it is essential to assess resource requirements (e.g., human, time, and financial) and coordinate with educational institutions to ensure that development adheres to educational standards.

Case Example: During the preparation stage, teachers and game designers collaborated to develop a game called Three Kingdoms History Monopoly. The game uses the structure of classic Monopoly, where each location represents a significant city or territory during the Three Kingdoms period. Players roll dice to navigate the board, encountering historical knowledge through interactive challenges. The development team included a front-end and a back-end engineer, with an estimated development time of two months. The total budget was approximately TWD 90,000, covering engineering fees (TWD 40,000 per person), software licenses (TWD 5000), and educator subsidies (TWD 5000). Budget planning ensured alignment with institutional financial frameworks.

2.

The Course Design Stage:

In this phase, educators modularize the course content—dividing it into historical periods (e.g., Three Kingdoms, Qing Dynasty, and Japanese Occupation) and further segmenting these into specific events (e.g., Yellow Turban Rebellion and Battle of Red Cliffs). This approach enhances clarity and historical coherence while ensuring each module aligns with established learning goals. Gamification elements—such as rewards, collaboration, and competition—should be clearly defined and integrated with assessment metrics (e.g., using game performance as part of overall grading).

Case Example: In Three Kingdoms History Monopoly, each module corresponds to a historical theme—such as key battles, figures, or political systems. For instance, when a player lands on “Guandu,” they must recall it as the site of a pivotal battle between Cao Cao and Yuan Shao. Teachers supplement in-game learning with class activities such as discussions, role-playing, and reenactments to reinforce comprehension.

3.

The Testing and Evaluation Stage:

Teachers select a pilot group of students to test the game. The goal is to gather feedback on gameplay, learning outcomes, and user experience. Evaluative tools such as questionnaires and observation logs are used to assess alignment with educational goals and identify areas for refinement.

Case Example: During testing, students with prior knowledge of the Three Kingdoms engaged with the game and completed related historical tasks. Afterward, they completed questionnaires assessing gameplay satisfaction, content comprehension, and ease of navigation. Based on this feedback, teachers adjusted the game by adding more contextual information and introducing alternative character perspectives to improve depth and engagement.

4.

The Formal Implementation Stage:

Following revision, the game is fully integrated into the curriculum. A comprehensive implementation plan should include scheduling, instructional alignment, and evaluation procedures. Teachers must balance traditional and game-based instruction to ensure that educational objectives are achieved through both formats.

Case Example: In implementation, instructors allocated 30 min of a two-hour weekly history class to game-based activities. Learning was assessed through metrics such as quiz accuracy, in-game participation, and written reflections. The remaining 90 min were used for classroom discussion, allowing students to contextualize game experiences with deeper analysis, e.g., debating reasons for Yuan Shao’s defeat in Guandu.

5.

The Continuous Monitoring and Adjustment Stage:

Ongoing monitoring is essential to ensure continued effectiveness. Teachers collect data on learner engagement, content retention, and motivation. This information is used to make iterative improvements to game content and classroom integration.

Case Example: Instructors collected data via questionnaires, usage logs, and in-game performance. Adjustments were made, such as adding historical event descriptions or enhancing classroom dialogue to support reflection and application of in-game experiences.

6.

The Experience Sharing and Expansion Stage:

Educators compile and disseminate findings, sharing practical insights and implementation results with peers through reports, presentations, or academic publications. This not only supports the wider adoption of game-based learning but also encourages cross-disciplinary experimentation.

Case Example: A comprehensive report detailing the Three Kingdoms History Monopoly implementation was produced, including development insights, curriculum integration, student feedback, and pedagogical outcomes. The report was shared at academic seminars and submitted to educational publications to support broader application of game-based learning practices.

4.3. Successful Applications of Game-Based Learning in History Classrooms

Building upon the developments, several recent studies have demonstrated the successful integration of game-based learning in history education. One notable example is MyPerjuangan, a game-based learning platform developed for Malaysian history education, specifically focusing on the Japanese occupation of Malaya. The study reported a 92% satisfaction rate and a 100% improvement in concentration and knowledge acquisition among students who used the platform, underscoring the effectiveness of GBL in enhancing student engagement and historical understanding [81].

Another promising application involves the use of augmented reality in historical education. In a study targeting primary and secondary school students, AR-based timeline activities were implemented to help learners better comprehend the chronological sequence and interrelationships of historical events. The results indicated a significant increase in students’ enjoyment and curiosity during the learning process, alongside notable improvements in learning outcomes [82].

Similarly, History Leap, a 2D platformer game centered on the history of Indonesian independence, has been found to effectively capture students’ interest. Participants expressed high levels of satisfaction regarding both the educational value and the entertainment provided by the game, suggesting that such formats can meaningfully enhance motivation and involvement in historical topics [83].

In addition, TimeCraX is a multiplayer digital game designed to promote historical learning through collaborative challenges. The game’s emphasis on interactivity and experiential learning supports the development of critical thinking and teamwork as students navigate historically themed tasks [84].

Collectively, these cases highlight the potential of game-based learning to not only improve students’ mastery of historical content but also to foster intrinsic motivation and enjoyment in the learning process. By leveraging interactive and immersive technologies, educators can create dynamic learning environments that support both cognitive development and affective engagement in history education.

5. Conclusions

This study provides an in-depth analysis of the benefits, challenges, and potential solutions associated with integrating historical game-based learning into formal education, thereby evaluating the practical feasibility of this instructional approach. A comprehensive literature review revealed that game-based learning holds significant potential to enhance learners’ motivation, interest, and attitudes toward learning [85]. These benefits are not isolated; rather, they interact synergistically—when paired with well-designed gameplay and meaningful classroom integration, game-based learning can foster critical thinking and problem-solving skills during the learning process [73].

However, embedding game-based learning into the formal education system is not without its difficulties. In practical implementation, challenges may arise such as teachers’ lack of experience with educational games [86], students’ limited technological proficiency [87], and the inability of game content to fully align with the formal curriculum [88]. Therefore, two critical design considerations—the game’s intrinsic appeal and the accurate representation of curricular content—must be prioritized to ensure educational effectiveness.

It is important to acknowledge that this study has certain limitations. Primarily, it is based on a literature review rather than empirical experimentation. As such, variables such as research design, participant demographics, and the types of games studied may affect the generalizability and applicability of the findings. Future research should adopt empirical methods to validate the theoretical insights presented in this study and explore the long-term impact of historical game-based learning in diverse educational contexts.

Although the present study represents a preliminary exploratory effort, it offers foundational insights and practical recommendations that can be adapted and refined according to the specific needs of educational institutions. It is hoped that with further research and curriculum-aligned development, game-based learning can be transformed from a theoretical concept into a robust and effective pedagogical strategy.