Game-Based and Gamified Robotics Education: A Comparative Systematic Review and Design Guidelines
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arXiv
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| Format: | Preprint |
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2026
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| author | Mubarrat, Syed T. Min, Byung-Cheol Shao, Tianyu Smith, E. Cho Benes, Bedrich Magana, Alejandra J. Mousas, Christos Kao, Dominic |
| author_facet | Mubarrat, Syed T. Min, Byung-Cheol Shao, Tianyu Smith, E. Cho Benes, Bedrich Magana, Alejandra J. Mousas, Christos Kao, Dominic |
| contents | Robotics education fosters computational thinking, creativity, and problem-solving, but remains challenging due to technical complexity. Game-based learning (GBL) and gamification offer engagement benefits, yet their comparative impact remains unclear. We present the first PRISMA-aligned systematic review and comparative synthesis of GBL and gamification in robotics education, analyzing 95 studies from 12,485 records across four databases (2014-2025). We coded each study's approach, learning context, skill level, modality, pedagogy, and outcomes (k = .918). Three patterns emerged: (1) approach-context-pedagogy coupling (GBL more prevalent in informal settings, while gamification dominated formal classrooms [p < .001] and favored project-based learning [p = .009]); (2) emphasis on introductory programming and modular kits, with limited adoption of advanced software (~17%), advanced hardware (~5%), or immersive technologies (~22%); and (3) short study horizons, relying on self-report. We propose eight research directions and a design space outlining best practices and pitfalls, offering actionable guidance for robotics education. |
| format | Preprint |
| id |
arxiv_https___arxiv_org_abs_2601_22199 |
| institution | arXiv |
| publishDate | 2026 |
| record_format | arxiv |
| spellingShingle | Game-Based and Gamified Robotics Education: A Comparative Systematic Review and Design Guidelines Mubarrat, Syed T. Min, Byung-Cheol Shao, Tianyu Smith, E. Cho Benes, Bedrich Magana, Alejandra J. Mousas, Christos Kao, Dominic Robotics Human-Computer Interaction Robotics education fosters computational thinking, creativity, and problem-solving, but remains challenging due to technical complexity. Game-based learning (GBL) and gamification offer engagement benefits, yet their comparative impact remains unclear. We present the first PRISMA-aligned systematic review and comparative synthesis of GBL and gamification in robotics education, analyzing 95 studies from 12,485 records across four databases (2014-2025). We coded each study's approach, learning context, skill level, modality, pedagogy, and outcomes (k = .918). Three patterns emerged: (1) approach-context-pedagogy coupling (GBL more prevalent in informal settings, while gamification dominated formal classrooms [p < .001] and favored project-based learning [p = .009]); (2) emphasis on introductory programming and modular kits, with limited adoption of advanced software (~17%), advanced hardware (~5%), or immersive technologies (~22%); and (3) short study horizons, relying on self-report. We propose eight research directions and a design space outlining best practices and pitfalls, offering actionable guidance for robotics education. |
| title | Game-Based and Gamified Robotics Education: A Comparative Systematic Review and Design Guidelines |
| topic | Robotics Human-Computer Interaction |
| url | https://arxiv.org/abs/2601.22199 |