Designing digital game-based learning for professional upskilling: A systematic literature review.

In 2001, Prensky proposed the digital game-based learning (DGBL) theory by merging digital games and educational design. Many DGBL studies have been conducted in formal education settings but rarely was the effectiveness of DGBL on adult learners in the context of professional upskilling examined. To examine the influence of DGBL on professional upskilling, we conducted a systematic literature review examining DGBL research conducted over the past 10 years with adult learners. Through analysing 30 articles that met the inclusion criteria, three themes were developed: (a) characteristics of learning-driven digital games, which focus on various learning pedagogies and teaching strategies used in DGBL; (b) game design elements that were used to motivate and sustain players' engagement in learning, and (c) the research findings that could influence the implementation of DBGL. Based on the results, we recommended a purposeful selection of game design elements as extraneous game design elements can inhibit the learning process. Pedagogical frameworks and teaching strategies, such as sustainable feedback and a supportive learning process, are also recommended for the implementation of DGBL. Lastly, the role of teachers and their knowledge about educational design and pedagogies can help ensure the effectiveness of the DGBL. In conclusion, our systematic literature review found supportive evidence for DGBL to be an effective teaching tool if the three areas, game design and development, use of pedagogy, and role of teachers, were addressed. • Digital game-based learning (DGBL) can be an effective teaching tool for professional upskilling. • Purposeful development of game design elements is needed because not all game design elements are essential for learning. • The use of pedagogy and teaching strategies are needed to support adult learners in their upskilling process. • Teachers and their pedagogical knowledge help ensure the effectiveness of the DGBL as a teaching tool. [ABSTRACT FROM AUTHOR]