In particular, it fills a gap in research by reflecting

The gap

Evidence profile

Stated in the abstract and recommendations and limitations and cells research gap and cells future research sections of the source papers, classified as general, drawn from work published between 2021 and 2026, spanning 5 journals. Those papers have been cited 28 times in total.

Supporting evidence — 6 representative gaps

• Navigating Physical and Digital Environments: Latin American Video Game Studies in Practice (2024) · Bulletin of Latin American Research · cited 2× · doi

  In particular, it fills a gap in research by reflecting on the pedagogical uses of video games, focusing both on their value in the undergraduate classroom and on the design of educational games for use by school children, asking to what extent games might afford their players impactful embodied experiences and ways of navigating complex systems of information and power.

  generalstated in abstractevidence 5/5
  Keywords: games particular fills reflecting pedagogical uses video focusing value undergraduate classroom design educational school children
• Playing a new game—An argument for a teacher‐focused field around games and play in language education (2021) · Foreign Language Annals · cited 26× · doi

  Abstract In this paper, we argue that current research on games in language education, predominantly framed as “digital game‐based language learning” (DGBLL), is lacking details regarding the role of teachers, or more precisely, the verbalization of the pedagogical underpinnings, scaffolds, and techniques teachers use to successfully integrate games and play in their teaching contexts.

  generalstated in abstractevidence 5/5
  Keywords: games language teachers abstract argue current education predominantly framed digital game based learning dgbll lacking
• Exploring the Impact of Digital Game Design Instruction on Candidate Science Teachers’ Perceptions of Digital Games in Science Education (2026) · Participatory Educational Research · doi

  Training programs or courses can be designed to increase teachers' and teacher candidates' awareness of the positive effects that digital educational games can have on the learning process and to improve their competence in using these games. Teachers and teacher candidates can be informed about the potential risks of digital educational games, such as digital addiction and the inability to create meaningful context for some science topics, as well as the precautions that can be taken. Practices can be planned to improve the competencies of teachers and teacher candidates on how to meaningfully integrate digital games into learning environments. A meta-analysis of scientific studies that have addressed the use of digital games in science education in different contexts can be conducted to holistically evaluate the relevant research results. To popularize the design and use of digital games in science education and to enrich the materials available to teachers and teacher candidates, digital game-based learning festivals and competitions can be organized.

  generalstated in recommendationsevidence 5/5
  Keywords: digital games teachers teacher candidates learning science educational improve education training programs courses designed increase
• Teachers as Informants in Participatory Design for Digital Game-Based Learning (2026) · Technology Knowledge and Learning · doi

  Future research could explore how teachers’ expertise influences game design across different subjects and grade levels. Future studies may examine how both content and pedagogy are understood and implemented when technology is integrated by applying frameworks like Technological Pedagogical Content Knowledge (TPACK). Second, the study was limited to a specific group of in-service teachers and their perspectives.

  generalstated in limitationsevidence 5/5
  Keywords: future teachers content explore expertise influences game design across different subjects grade levels examine pedagogy
• How Digital Games Impact Student Motivation in Science: A Meta-Analysis (2026) · Journal of Teaching and Learning · doi

  The study identifies a gap in the literature on the impact of digital games on student motivation in science learning. - The study notes that prior studies have shown that digital games can boost student motivation and improve learning outcomes in various subjects, but there is a need for a comprehensive meta-analysis of the impact of digital games on student motivation in science learning.

  generalstated in cells research gapevidence 5/5
  Keywords: study identifies gap literature impact digital games student
• How Digital Games Impact Student Motivation in Science: A Meta-Analysis (2026) · Journal of Teaching and Learning · doi

  The study suggests that future research should examine the impact of digital games on student motivation in science learning in different contexts and populations. - The study implies that future research should investigate the moderating effects of publication indexer, school level, motivation indicator, country, and year of publication on the impact of digital games on student motivation. - The study highlights the need for further research on the potential of digital games to boost student motivation in science learning.

  generalstated in cells future researchevidence 5/5
  Keywords: study suggests future research examine impact digital games

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