An overview of Game-based learning studies and their relationship to student engagement


  • Jairo José Ribeiro Toscano de Brito Júnior PPGEC/UFRPE
  • Rodrigo Lins Rodrigues PPGEC/UFRPE
  • Americo Nobre Goncalves Ferreira Amorim Johns Hopkins University



Education, Educational Technology, Feedback, Learning Strategies, Learner Autonomy


The use of games in education has grown due to its contribution to the learning process through promoting student interest and participation provided by its elements. Game-based learning (GBL) emerges as a learning theory consisting of concepts, methodology, and application for learning and teaching. Several studies report that the use of GBL had positive efficacy for the learning process and that it engaged the student. However, it is not very common for authors to seek to understand how the student engagement promoted by GBL influenced the learning process. Therefore, this article presents a systematic mapping of the literature of evidence of engagement promotion by GBL and methods and techniques for measuring engagement levels. A search for studies in seven indexers was made, with 627 results, and of these, thirteen were selected for analysis based on a set of specific questions. The results of this article explain the types of evidence of engagement, the most identified types of engagement, and the methods of learning analytics, educational data mining or statistics used to measure and understanding the engagement.


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Como Citar

BRITO JÚNIOR, J. J. R. T. de; RODRIGUES, R. L.; AMORIM, A. N. G. F. An overview of Game-based learning studies and their relationship to student engagement. Revista Novas Tecnologias na Educação, Porto Alegre, v. 21, n. 1, p. 210–220, 2023. DOI: 10.22456/1679-1916.134348. Disponível em: Acesso em: 3 dez. 2023.



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