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

TL;DR

This systematic review compares game-based learning and gamification in robotics education, revealing their usage patterns, effectiveness, and offering design guidelines to enhance engagement and learning outcomes.

Contribution

First PRISMA-aligned review providing a comparative synthesis of GBL and gamification in robotics education with actionable design guidelines.

Findings

GBL more common in informal settings; gamification dominates formal classrooms.

Focus on introductory programming and modular kits; limited use of advanced tech.

Studies are short-term and rely on self-report measures.

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.