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dc.contributor.authorSousa, C.
dc.contributor.authorRye, Sara
dc.contributor.authorSousa, M.S.
dc.contributor.authorTorres, P.J.
dc.contributor.authorPerim, C.
dc.date.accessioned2023-04-06T10:22:05Z
dc.date.accessioned2023-04-18T13:48:12Z
dc.date.available2023-04-06T10:22:05Z
dc.date.available2023-04-18T13:48:12Z
dc.date.issued2023-06
dc.identifier.citationSousa C, Rye S, Sousa MS et al (2023) Playing at the school table: systematic literature review of board, tabletop, and other analogue game-based learning approaches. Frontiers in Psychology. 14: 1160591.en_US
dc.identifier.urihttp://hdl.handle.net/10454/19402
dc.descriptionYesen_US
dc.description.abstractThe unique characteristics of games have led scientific research to increasingly focus on their potential role in learning processes. Currently, their effectiveness in fostering experiential learning and skill acquisition in several areas is already supported by the existing evidence, mainly about the potential of digital games. Paradoxically, the current post-digital era seems to have led to a growing popularity of analogue games. The present Systematic Literature Review aimed to map the existing literature on the potential of board, tabletop, or other analogue games in learning processes. It intended to systematize the contemporary state of the art (2012-2022) around the pedagogical role of these games, their effectiveness, the promoted learning outcomes, the methodological aspects of the interventions, the used games – including mechanics and other characteristics – and the current discussions around inclusion and accessibility in analogue game-based learning. Adopting the PRISMA methodology, we searched ACM Digital Library, EBSCO, ERIC, Scopus - Elsevier, and Web of Science databases, as well as other peer-reviewed “grey literature” sources. The search resulted in an initial sample of 2741 articles that was then screened by inclusion and exclusion criteria previously defined according to the research objectives. We obtained a final sample of 45 articles. To formulate the mapping of existing research, these studies were analyzed using a combination of statistical, content, and critical analysis procedures. The obtained results support the role of board, tabletop, and other analogue games in educational contexts – based on their educational potential – with a broad range of knowledge, cognitive, and psychological outcomes. The study also emphasized the relevance of these games in the promotion of soft skills and other aspects typically associated with meaningful learning, such as engagement, satisfaction, flexibility, and freedom of experimentation. However, important limitations were found in a fair amount of the pedagogical approaches studied, which can be mostly attributed to the low prevalence of modern board games that relate what is intended to be learned to aspects of game design and have little to no consideration of accessibility and inclusion aspects in these studies.en_US
dc.description.sponsorshipThe present work was developed in the scope of the Project Training the Educators to Facilitate the Teaching and Assessment of Abstract Syllabus by the Use of Serious Games – TEGA (2020-1- UK01-KA203-079248), funded by the European Commission on the scope of Erasmus+ Programme. The research team also acknowledges the funding by Fundação para a Ciência e para a Tecnologia (FCT) provided to CICANT R&D Unit (UIDB/05260/2020), on the scope of Verão com Ciência initiative, which allowed the inclusion of a research initiation grant holder as co-author of the present work.en_US
dc.language.isoenen_US
dc.rights© 2023 Sousa, Rye, Sousa, Torres, Perim, Mansuklal and Ennami. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.en_US
dc.subjectBoard gamesen_US
dc.subjectTabletop gamesen_US
dc.subjectAnalogue gamesen_US
dc.subjectGame-based learningen_US
dc.subjectEducationen_US
dc.subjectSystematic literature reviewen_US
dc.titlePlaying at the school table: systematic literature review of board, tabletop, and other analogue game-based learning approachesen_US
dc.status.refereedYesen_US
dc.date.Accepted2023-03-10
dc.date.application2023-06-02
dc.typeArticleen_US
dc.type.versionPublished versionen_US
dc.identifier.doihttps://doi.org/10.3389/fpsyg.2023.1160591
dc.rights.licenseCC-BYen_US
dc.date.updated2023-04-06T10:22:08Z
refterms.dateFOA2023-04-18T13:49:14Z
dc.openaccess.statusopenAccessen_US


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