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Review

A Systematic Literature Review on the User Experience Design for Game-Based Interventions via 3D Virtual Worlds in K-12 Education

1
Department of Primary Education, University of Western Macedonia, 53100 Florina, Greece
2
School of Natural Sciences, University of Patras, 26504 Patras, Greece
3
Department of Future Technologies, University of Turku, 20014 Turku, Finland
*
Author to whom correspondence should be addressed.
Academic Editors: Edward Melcer and Dominic Kao
Multimodal Technol. Interact. 2021, 5(6), 28; https://doi.org/10.3390/mti5060028
Received: 11 March 2021 / Revised: 16 May 2021 / Accepted: 20 May 2021 / Published: 24 May 2021
(This article belongs to the Special Issue Innovations in Game-Based Learning)
A substantial body of literature has well-documented and demonstrated the potential of using three-dimensional (3D) virtual worlds (VWs) across various learning subjects and contexts in primary and secondary (K-12) education. However, little is known when it comes to issues related to child-interaction research and the impact that design decisions have on the user experience (UX), especially when game-based learning approaches are employed in 3DVWs. Hence, in this systematic literature review, we appraise and summarize the most relevant research articles (n = 30) conducted in K-12 settings, published between 2006–2020 and that elicit information related to (a) the interaction design (ID) of game events and trends associated with game elements and features that were utilized for the development and creation of game prototypes, (b) the research methods which were followed to empirically evaluate their teaching interventions, and (c) the design-related issues and factors affecting ID and UX by identifying the most frequent set of learning and game mechanics that were adopted in various game prototypes in different learning subjects. The vast majority of game prototypes enhanced students’ engagement and participation, affecting their achievements positively. This systematic literature review provides clear guidelines regarding the design decisions that educational stakeholders should consider, and provides recommendations on how to assess and evaluate the students’ learning experience (i.e., performance, achievements, outcomes) using 3DVWs. View Full-Text
Keywords: game-based learning; K-12 education; 3D virtual worlds; systematic literature review game-based learning; K-12 education; 3D virtual worlds; systematic literature review
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MDPI and ACS Style

Pellas, N.; Mystakidis, S.; Christopoulos, A. A Systematic Literature Review on the User Experience Design for Game-Based Interventions via 3D Virtual Worlds in K-12 Education. Multimodal Technol. Interact. 2021, 5, 28. https://doi.org/10.3390/mti5060028

AMA Style

Pellas N, Mystakidis S, Christopoulos A. A Systematic Literature Review on the User Experience Design for Game-Based Interventions via 3D Virtual Worlds in K-12 Education. Multimodal Technologies and Interaction. 2021; 5(6):28. https://doi.org/10.3390/mti5060028

Chicago/Turabian Style

Pellas, Nikolaos, Stylianos Mystakidis, and Athanasios Christopoulos. 2021. "A Systematic Literature Review on the User Experience Design for Game-Based Interventions via 3D Virtual Worlds in K-12 Education" Multimodal Technologies and Interaction 5, no. 6: 28. https://doi.org/10.3390/mti5060028

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