The Use of Games for Learning in Primary Schools: A Bibliometrics Analysis of The Scopus Database

Authors

  • Afib Rulyansah Universitas Nahdlatul Ulama Surabaya, Indonesia
  • Emy Yunita Rahma Pratiwi Universitas Hasyim Asy'ari Tebuireng, Indonesia
  • Ribut Prastiwi Sriwijayanti Universitas Panca Marga, Indonesia
  • Ani Anjarwati Universitas Panca Marga, Indonesia

DOI:

https://doi.org/10.31004/basicedu.v6i5.3881

Keywords:

game, elementary school, bibliometric analysis

Abstract

Elementary school learning that is integrated with games can increase student motivation in learning so that it can have a positive impact on learning outcomes. The bibliometric review used in this research aims to analyze articles that discuss the use of games at the elementary school level published in the Scopus database indexed journal for the period 2013-2022. A total of 122 articles discussing the integration of games in primary school level learning were analyzed. The review findings show that there was a significant increase in the number of publications in 2016-2021, around 77.87% of articles were published in that period. Spain and Indonesia dominate the number of publications. Four authors with 3 publications each are influential authors. Data visualization shows that this research topic can be grouped based on the type of game, type of game, subject of study, learning approach, type of learning, subject involved in research, and a number of topics that have the potential to be integrated with other topics to obtain novelty. The findings of this study can help relevant researchers to recognize research trends in the use of games for primary school learning globally and recommend directions for further research.

References

Astuti, P. (2014). Learning one-digit decimal numbers by measurement and game predicting length. Journal on Mathematics Education, 5(1), 35–46. https://doi.org/10.22342/jme.5.1.1447.35-46

Cañabate, D., Martínez, G., Rodríguez, D., & Colomer, J. (2018). Analysing emotions and social skills in physical education. Sustainability (Switzerland), 10(5). https://doi.org/10.3390/su10051585

Cardella, G. M., Hernández-Sánchez, B. R., Monteiro, A. A., & Sánchez-García, J. C. (2021). Social entrepreneurship research: Intellectual structures and future perspectives. Sustainability (Switzerland), 13(14). https://doi.org/10.3390/su13147532

Chen, J., Yang, S., & Mei, B. (2021). Towards the sustainable development of digital educational games for primary school students in China. Sustainability (Switzerland), 13(14). https://doi.org/10.3390/su13147919

Cheng, Y.-M., Lou, S.-J., Kuo, S.-H., & Shih, R.-C. (2013). Investigating elementary school students’ technology acceptance by applying digital game-based learning to environmental education. Australasian Journal of Educational Technology, 29(1), 96–110. https://doi.org/10.14742/ajet.65

Chiazzese, G., Fulantelli, G., Pipitone, V., & Taibi, D. (2018). Engaging primary school children in computational thinking: Designing and developing videogames . Education in the Knowledge Society, 19(2), 63–81. https://doi.org/10.14201/EKS20181926381

Cózar-Gutiérrez, R, & Sáez-López, J. M. (2016). Game-based learning and gamification in initial teacher training in the social sciences: an experiment with MinecraftEdu. International Journal of Educational Technology in Higher Education, 13(1). https://doi.org/10.1186/s41239-016-0003-4

Cózar-Gutiérrez, Ramón, & Sáez-López, J. M. (2016). Game-based learning and gamification in initial teacher training in the social sciences: an experiment with MinecraftEdu. International Journal of Educational Technology in Higher Education, 13(1), 2. https://doi.org/10.1186/s41239-016-0003-4

Cronin, B. (2001). Bibliometrics and beyond: some thoughts on web-based citation analysis. Journal of Information Science, 27(1), 1–7.

de Queiroz, O. A., Enumo, S. R. F., & Primi, R. (2013). Children’s performance with and without special needs in dynamic and in psychometric testing . Revista Brasileira de Educacao Especial, 19(3), 425–446. https://doi.org/10.1590/S1413-65382013000300009

Dewi, R., & Verawati, I. (2022). The Effect of Manipulative Games to Improve Fundamental Motor Skills in Elementary School Students. International Journal of Education in Mathematics, Science and Technology, 10(1), 24–37. https://doi.org/10.46328/ijemst.2163

Fernández-Gavira, J., Espada-Goya, P., Alcaraz-Rodríguez, V., & Moscoso-Sánchez, D. (2021). Design of educational tools based on traditional games for the improvement of social and personal skills of primary school students with hearing impairment. Sustainability (Switzerland), 13(22). https://doi.org/10.3390/su132212644

Fernández-Montalvo, J., Peñalva, A., & Irazabal, I. (2015). Internet Use Habits and Risk Behaviours in Preadolescence. Comunicar, 22(44), 113–121. https://doi.org/10.3916/C44-2015-12

Fernández-Oliveras, A., Espigares-Gámez, M. J., & Oliveras, M. L. (2021). Implementation of a playful microproject based on traditional games for working on mathematical and scientific content. Education Sciences, 11(10). https://doi.org/10.3390/educsci11100624

Fraga-Varela Dr., F., Vila-Couñago Dr., E., & Martínez-Piñeiro Dr., E. (2021). The impact of serious games in mathematics fluency: A study in Primary Education . Comunicar, 29(69), 115–125. https://doi.org/10.3916/C69-2021-10

Fraga-Varela, F., Vila-Couñago, E., & Rodríguez-Groba, A. (2021). Serious games and mathematical fluency: A study from the gender perspective in primary education. Sustainability (Switzerland), 13(12). https://doi.org/10.3390/su13126586

Frizzo, G. (2013). The school games as mechanisms for maintenance and elimination: A critique of the sportive logic in school . Movimento, 19(4), 163–180. https://doi.org/10.22456/1982-8918.38628

García-Ceberino, J. M., Feu, S., Gamero, M. G., & Ibáñez, S. J. (2021). Pedagogical variables and motor commitment in the planning of invasion sports in primary education. Sustainability (Switzerland), 13(8). https://doi.org/10.3390/su13084529

Gil-Madrona, P., Cachón-Zagalaz, J., Diaz-Suare, A., Valdivia-Moral, P., & Zagalaz-Sánchez, M. L. (2014). Also want girls play: Participation of children in organized physical activity in the context no school . Movimento, 20(1), 103–124. https://doi.org/10.22456/1982-8918.38070

González-Zamar, M.-D., & Abad-Segura, E. (2021). Visual arts in the university educational ecosystem: Analysis of schools of knowledge. Education Sciences, 11(4). https://doi.org/10.3390/educsci11040184

Halloluwa, H. K. T. C., Usoof, H., & Hewagamage, K. P. (2014). Stimulating learners’ motivation in primary education in Sri Lanka - A literature review. International Journal of Emerging Technologies in Learning, 9(1), 47–52. https://doi.org/10.3991/ijet.v9i1.2964

Hartanto, D., Kusmaedi, N., Ma’mun, A., & Abduljabar, B. (2021). Integrating social skills in traditional games with physical education interventions. International Journal of Human Movement and Sports Sciences, 9(5), 921–928. https://doi.org/10.13189/saj.2021.090513

Hsiao, H.-S., Chang, C.-S., Lin, C.-Y., Chang, C.-C., & Chen, J.-C. (2014). The influence of collaborative learning games within different devices on student’s learning performance and behaviours. Australasian Journal of Educational Technology, 30(6), 652–669. https://doi.org/10.14742/ajet.347

Hsiao, H. S., Chang, C. S., Lin, C. Y., Chang, C. C., & Chen, J. C. (2014). The influence of collaborative learning games within different devices on student’s learning performance and behaviours. Australasian Journal of Educational Technology, 30(6), 652–669. https://doi.org/10.14742/AJET.347

Jaelani, A., Putri, R. I. I., & Hartono, Y. (2013). Students’ strategies of measuring time using traditional gasing game in third grade of primary school. Journal on Mathematics Education, 4(1), 29–40. https://doi.org/10.22342/jme.4.1.560.29-40

Jen-Yi, C., Chuan-His, L., & Yi-Hsin, Y. (2020). The Study of Indigenous Students’ Learning Effect on Geometry Course with CPS Mobile Learning and Atayal Culture. International Journal of Learning and Teaching, 1–6. https://doi.org/10.18178/ijlt.6.1.1-6

Jiménez-García, M., Ruiz-Chico, J., Peña-Sánchez, A. R., & López-Sánchez, J. A. (2020). A Bibliometric Analysis of Sports Tourism and Sustainability (2002–2019). Sustainability , Vol. 12. https://doi.org/10.3390/su12072840

Juric, P, Bakaric, M. B., & Matetic, M. (2018). Design and implementation of anonymized social network-based mobile game system for learning mathematics. International Journal of Emerging Technologies in Learning, 13(12), 83–98. https://doi.org/10.3991/ijet.v13i12.8762

Juric, P, Bakaric, M. B., & Matetic, M. (2021). Cognitive predispositions of students for STEM success and differences in solving problems in the computer game for learning mathematics. International Journal of Engineering Pedagogy, 11(44), 81–94. https://doi.org/10.3991/IJEP.V11I4.20587

Juric, Petar, Brkic Bakaric, M., & Matetic, M. (2018). Design and Implementation of Anonymized Social Network-based Mobile Game System for Learning Mathematics. International Journal of Emerging Technologies in Learning (IJET), 13(12), 83. https://doi.org/10.3991/ijet.v13i12.8762

Kamalodeen, V. J., Ramsawak-Jodha, N., Figaro-Henry, S., Jaggernauth, S. J., & Dedovets, Z. (2021). Designing gamification for geometry in elementary schools: insights from the designers. Smart Learning Environments, 8(1). https://doi.org/10.1186/s40561-021-00181-8

Kayumova, L. R., Gainullina, L. N., Akhmadieva, R. S., Matvienko, V. V, & Kabakhidze, E. L. (2021). Using Interactive Platform “Round†to Organize Online Leisure Activities for Children During the Pandemic. Eurasia Journal of Mathematics, Science and Technology Education, 17(10), 1–10. https://doi.org/10.29333/ejmste/11182

Martín-del-Pozo, M., García-Valcárcel Muñoz-Repiso, A., & Hernández Martín, A. (2019). Video Games and Collaborative Learning in Education? A Scale for Measuring In-Service Teachers’ Attitudes towards Collaborative Learning with Video Games. Informatics, 6(3), 30. https://doi.org/10.3390/informatics6030030

Martín del Pozo, M, Basilotta Gómez-Pablos, V., & García-Valcárcel Muñoz-Repiso, A. (2017). A quantitative approach to pre-service primary school teachers’ attitudes towards collaborative learning with video games: previous experience with video games can make the difference. International Journal of Educational Technology in Higher Education, 14(1). https://doi.org/10.1186/s41239-017-0050-5

Martín del Pozo, Marta, Basilotta Gómez-Pablos, V., & García-Valcárcel Muñoz-Repiso, A. (2017). A quantitative approach to pre-service primary school teachers’ attitudes towards collaborative learning with video games: previous experience with video games can make the difference. International Journal of Educational Technology in Higher Education, 14(1), 11. https://doi.org/10.1186/s41239-017-0050-5

McNicholas, P. J., Floyd, R. G., Fennimore, L. E., & Fitzpatrick, S. A. (2022). Determining journal article citation classics in school psychology: An updated bibliometric analysis using Google Scholar, Scopus, and Web of Science. Journal of School Psychology, 90, 94–113. https://doi.org/https://doi.org/10.1016/j.jsp.2021.11.001

Mee Mee, R. W., Pek, L. S., Yee Von, W., Abd Ghani, K., Tengku Shahdan, T. S., Ismail, M. R., & Subba Rao, Y. (2021). A conceptual model of analogue gamification to enhance learners’ motivation and attitude. International Journal of Language Education, 5(2), 40–50. https://doi.org/10.26858/ijole.v5i2.18229

Mee Mee, R. W., Shahdan, T. S. T., Ismail, M. R., Abd Ghani, K., Pek, L. S., Von, W. Y., … Rao, Y. S. (2020). Role of gamification in classroom teaching: Pre-service teachers’ view. International Journal of Evaluation and Research in Education, 9(3), 684–690. https://doi.org/10.11591/ijere.v9i3.20622

Moron, V. B., Barbosa, D. N. F., Sanfelice, G. R., Barbosa, J. L. V, Leithardt, D. R. F., & Leithardt, V. R. Q. (2022). Executive Functions, Motor Development, and Digital Games Applied to Elementary School Children: A Systematic Mapping Study. Education Sciences, 12(3). https://doi.org/10.3390/educsci12030164

Nur, A. S., Kartono, K., Zaenuri, Z., & Rochmad, R. (2022). The learning trajectory construction of elementary school students in solving integer word problems. Participatory Educational Research, 9(1), 404–424. https://doi.org/10.17275/per.22.22.9.1

Nursyahidah, F., Putri, R. I. I., & Somakim. (2013). Supporting first grade students’ understanding of addition up to 20 using traditional game. Journal on Mathematics Education, 4(2), 212–223. https://doi.org/10.22342/jme.4.2.557.212-223

Okeke, C. I. (2014). Effective home-school partnership: Some strategies to help strengthen parental involvement. South African Journal of Education, 34(3), 1–9. https://doi.org/10.15700/201409161044

Otero Saborido, F. M., Calvo Lluch, Ã., & González-Jurado, J. A. (2014). Analysis of the assessment of invasion sports in elementary school . Cultura, Ciencia y Deporte, 9(26), 139–153. https://doi.org/10.12800/ccd.v9i26.432

Papanastasiou, G. P., Drigas, A. S., & Skianis, C. (2017). Serious games in preschool and primary education: Benefits and impacts on curriculum course syllabus. International Journal of Emerging Technologies in Learning, 12(1), 44–56. https://doi.org/10.3991/ijet.v12i01.6065

Perera, V. H., & Hervás-Gómez, C. (2021). University students’ perceptions toward the use of an online student response system in game-based learning experiences with mobile technology. European Journal of Educational Research, 10(2), 1009–1022. https://doi.org/10.12973/EU-JER.10.2.1009

Pérez, M. E. M., Guzmán Duque, A. P., & García, L. C. F. (2018). Game-based learning: Increasing the logical-mathematical, naturalistic, and linguistic learning levels of primary school students. Journal of New Approaches in Educational Research, 7(1), 31–39. https://doi.org/10.7821/naer.2018.1.248

Pires, A. C., González Perilli, F., Bakała, E., Fleisher, B., Sansone, G., & Marichal, S. (2019). Building Blocks of Mathematical Learning: Virtual and Tangible Manipulatives Lead to Different Strategies in Number Composition. Frontiers in Education, 4. https://doi.org/10.3389/feduc.2019.00081

Razak, A. A., & Connolly, T. M. (2013). Using games-based learning: How it influences the learning experience and outcomes of primary school children. International Journal of Emerging Technologies in Learning, 8(SPL.ISSUE2), 47–54. https://doi.org/10.3991/ijet.v8iS2.2782

Rocha, M., & Dondio, P. (2021). Effects of a videogame in math performance and anxiety in primary school. International Journal of Serious Games, 8(3 SE-GaLA Conf 2020 Special Issue), 45–70. https://doi.org/10.17083/ijsg.v8i3.434

Sáez-López, J.-M., Sevillano-García, M. L., & Pascual-Sevillano, M. Ã. (2019). Application of the ubiquitous game with augmented reality in primary education. Comunicar, 27(61), 66–76. https://doi.org/10.3916/C61-2019-06

Sahudi, U., Priyono, A., & Saputra, Y. M. (2021). Effects of ular tangga games on the development of locomotor skills in elementary school. International Journal of Human Movement and Sports Sciences, 9(4), 119–124. https://doi.org/10.13189/saj.2021.091320

Saitua-Iribar, A., Corral-Lage, J., & Peña-Miguel, N. (2020). Improving Knowledge about the Sustainable Development Goals through a Collaborative Learning Methodology and Serious Game. Sustainability, 12(15), 6169. https://doi.org/10.3390/su12156169

Santurio, J. I. M., & Fernández-Río, J. (2022). Harry Potter in Sport Education? Teacher, students and parents’ views . Sport TK, 11. https://doi.org/10.6018/SPORTK.463021

Shah, S. H. H., Lei, S., Ali, M., Doronin, D., & Hussain, S. T. (2020). Prosumption: bibliometric analysis using HistCite and VOSviewer. Kybernetes, 49(3), 1020–1045. https://doi.org/10.1108/K-12-2018-0696

Sibgatullin, I. R., Korzhuev, A. V, Khairullina, E. R., Sadykova, A. R., Baturina, R. V, & Chauzova, V. (2022). A Systematic Review on Algebraic Thinking in Education. Eurasia Journal of Mathematics, Science and Technology Education, 18(1), 1–15. https://doi.org/10.29333/EJMSTE/11486

Sumtsova, O., Aikina, T., Bolsunovskaya, L., Phillips, C., Zubkova, O., & Mitchell, P. (2018). Collaborative learning at engineering universities: Benefits and challenges. International Journal of Emerging Technologies in Learning (IJET), 13(1), 160–177.

Susman, K., & Pavlin, J. (2020). Improvements in teachers’ knowledge and understanding of basic astronomy concepts through didactic games. Journal of Baltic Science Education, 19(6), 1020–1033. https://doi.org/10.33225/jbse/20.19.1020

Syaflin, H. M., Nurdin, F., Widiastuti, Syafaruddin, Lanos, M. E. C., & Syaflin, S. L. (2021). Basic locomotor motion characteristic design using games model for elementary school student. International Journal of Human Movement and Sports Sciences, 9(3), 560–567. https://doi.org/10.13189/SAJ.2021.090323

T. Alshammari, M. (2020). Evaluation of Gamification in E-Learning Systems for Elementary School Students. TEM Journal, 806–813. https://doi.org/10.18421/TEM92-51

Tazouti, Y., Boulaknadel, S., & Fakhri, Y. (2019). JeuTICE: An arabic serious game to enhance mathematics skills of young children. International Journal of Emerging Technologies in Learning, 14(22), 252–265. https://doi.org/10.3991/ijet.v14i22.11119

Vázquez-Vílchez, M., Garrido-Rosales, D., Pérez-Fernández, B., & Fernández-Oliveras, A. (2021). Using a cooperative educational game to promote pro-environmental engagement in future teachers. Education Sciences, 11(11). https://doi.org/10.3390/educsci11110691

Xenofontos, C., & Alkan, S. H. (2022). Prospective Primary Teachers’ Professional Noticing in Non-Formal Learning Environments: The Case of a Mathematics Fair. Education Sciences, 12(1). https://doi.org/10.3390/educsci12010055

Yaşar, H., Kıyıcı, M., & Karataş, A. (2020). The views and adoption levels of primary school teachers on gamification, problems and possible solutions. Participatory Educational Research, 7(3), 265–279. https://doi.org/10.17275/per.20.46.7.3

Zabala-Vargas, S A, García-Mora, L., Arciniegas-Hernández, E., Reina-Medrano, J., de Benito-Crosetti, B., & Darder-Mésquida, A. (2022). Didactic Strategy Mediated by Games in the Teaching of Mathematics in First-Year Engineering Students. Eurasia Journal of Mathematics, Science and Technology Education, 18(2). https://doi.org/10.29333/ejmste/11707

Zabala-Vargas, Sergio A., García-Mora, L. H., Arciniegas-Hernandez, E., Reina-Medrano, J. I., De Benito-Crosetti, B., & Darder-Mésquida, A. (2021). Strengthening Motivation in the Mathematical Engineering Teaching Processes – A Proposal from Gamification and Game-Based Learning. International Journal of Emerging Technologies in Learning (IJET), 16(06), 4. https://doi.org/10.3991/ijet.v16i06.16163

Downloads

Additional Files

Published

2022-07-03

How to Cite

Rulyansah, A., Pratiwi, E. Y. R., Sriwijayanti, R. P., & Anjarwati, A. (2022). The Use of Games for Learning in Primary Schools: A Bibliometrics Analysis of The Scopus Database. Jurnal Basicedu, 6(5), 8475–8492. https://doi.org/10.31004/basicedu.v6i5.3881

Issue

Vol. 6 No. 5 (2022)

Section

Articles

Citation Check

License

Authors who publish with this journal agree to the following terms:

  • Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work’s authorship and initial publication in this journal.
  • Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal’s published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
  • Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).