Impact of Game-Based Learning on Engineering Education: A Systematic Review


  • Raja Muhammad Khairuddin Raja Rosli National University Malaysia
  • Umawathy Techanamurthy Universiti Kebangsaan Malaysia
  • Anies Faziehan Zakaria National University Malaysia



Game-Based Learning, Engineering Education, Educational Outcomes, Interactive Learning, Digital Technology


The evolving landscape of Engineering Education (EE) necessitates innovative pedagogical strategies to meet industry needs. Game-Based Learning (GBL) integrates gaming elements into educational contexts, enhancing interactivity and engagement. However, the effectiveness of GBL across various academic levels and disciplines remains underexplored. This systematic literature review aims to comprehensively analyze the use of GBL in EE, focusing on its application across various engineering fields and educational levels, the goals driving its implementation, the design features of GBL tools, and their educational outcomes. Utilizing IEEE Xplore for literature search and Rayyan AI for systematic review management, 22 studies were included after rigorous screening. Results indicate GBL’s predominant use at the undergraduate level, especially in fields linked to digital technologies. Key goals for GBL include enhancing motivation, supporting skills development, and improving engagement and practical skills. Design features like interactive gameplay, feedback mechanisms, and 3D environments were identified. GBL significantly improves student engagement, motivation, knowledge acquisition, learning experiences, and practical skills development, typically investigated using mixed-methods research designs. This review highlights GBL’s potential in the field of EE, offering insights into its application, design features, and benefits, and guiding future research and implementation strategies.




How to Cite

Raja Rosli, R. M. K., Techanamurthy, U., & Zakaria, A. F. (2024). Impact of Game-Based Learning on Engineering Education: A Systematic Review. Asean Journal of Engineering Education, 8(1), 56–63.