Effect of game-based learning on non-cognitive skills and the affective domain of learners
A systematic review
DOI:
https://doi.org/10.32674/vvmmtt84Keywords:
21st century skills, affective domain, game-based learning, non-cognitive skills, play-based educationAbstract
This systematic review screened SCOPUS and Education Resources Information Centre (ERIC) databases on recent studies on GBL using the PRISMA framework. 35 open-access journal articles were selected from 2021 to 2025 on the effect of GBL on non-cognitive skills and affective domain factors among pre-school and school students. They were synthesized based on demographics, game activities and research methods. A thematic summary of GBL’s effect on K-12 students’ non-cognitive skills and affective domain factors is presented. Findings highlight the scope for future research on GBL as an instructional tool, personalising educational approaches at different educational levels and combining games with other pedagogical interventions for developing cognitive and non-cognitive competencies among young learners.
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