Game-Based and Gamified Robotics Education: A Comparative Systematic Review and Design Guidelines

2026-01-29

AI Summary

This study addresses the persistent challenges of low engagement and limited instructional efficacy in robotics education, often attributed to its technical complexity, and clarifies the distinct yet underexplored impacts of game-based learning (GBL) versus gamification. Following PRISMA guidelines, the authors conducted a systematic review of 12,485 records from four major databases (2014–2025), identifying 95 relevant studies analyzed with high intercoder reliability (k = .918). The analysis reveals, for the first time, that GBL is predominantly employed in informal learning contexts, whereas gamification dominates formal classroom settings. Both approaches are widely applied to introductory programming and modular robotics kits but show insufficient exploration of advanced hardware-software integration and immersive technologies. The study proposes eight future research directions and introduces a design space framework encapsulating best practices and common pitfalls.

Technology Category

• Intelligent Robots: Learning & Optimization for ROB
• Machine Learning: Adversarial Learning & Robustness
• Humans and AI: Game Design — Procedural Content Generation & Storytelling

Application Category

• Web Mining and Content Analysis: Robustness and generalizability of Web mining methods
• Search and Retrieval-Augmented AI: Web learning to rank, online learning, and counterfactual learning for ranking
• User Modeling, Personalization and Recommendation: Practical large-scale studies of user experience

Abstract

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.

Problem

• robotics education
• game-based learning
• gamification
• systematic review
• comparative analysis

Innovation

• game-based learning
• gamification
• robotics education
• systematic review
• design guidelines