This study investigates descriptively the use of game-based applications

in learning and teaching environments. Each empirical finding was
categorized according to paper title, year of publication, number of citations in
the Web of Science (WoS) database in SCI, SSCI and AHCI, learning theory,
learning principle, game genre, game design elements, learning outcomes and
research skills samples, and learning domains. A total of 190 original gamerelated
research articles were selected as sources in six peer-reviewed journals
with a 12-year period from 2005 to 2017. The research found that game studies,
as well as the cognitive understanding and application-level knowledge of
the field are more effective in learning and in student achievements in terms
of retention.


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