Impact of Video Games, Gamification and Game-Based Learning on Sustainability Education in Higher Education

1. Introduction

The current reality presents a series of challenges that will be difficult to overcome without global collaboration to promote sustainable development from a future-oriented perspective [1]. The United Nations (UN), through the implementation of the Sustainable Development Goals (SDGs) and the 2030 Agenda for Sustainable Development, seeks to create a more equitable environment that can alleviate the existing difficulties in the world today [1]. This is where education plays a fundamental role and, with the help of available technological resources and appropriate pedagogical strategies, must build an education oriented towards achieving the SDGs in order to achieve a fairer and more equitable world.

As the UN explicitly states in the theoretical development of the SDGs [1], number four shows the greatest linkage with the educational field, as it advocates "ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all." Among the goals set for this objective, some aim to ensure free primary and secondary education for all, to ensure quality education that promotes equity for men and women at all stages, providing equal opportunities. Similarly, the goal is to eliminate disparities in education between men and women; promote literacy for the entire population; and promote the inculcation of sustainability, peace and non-violence, global citizenship, and positive valuing of differences, with a deadline of 2030 for achieving all these goals.

Society, therefore, is in constant change, and due to this undeniable fact, education is one of the areas facing the greatest challenges, as it is responsible for responding to the needs of learners and also has the capacity to adapt to new realities arising from society's advancement at all levels [2].

On the other hand, gamification and game-based learning have emerged as one of the most current approaches to promoting the development of the population in the proposed values. Especially, video games have emerged as one of the main entertainment options in our society and have also shown to have a high degree of impact on other socio-cultural aspects. This has allowed new forms of player interaction online to emerge, as well as the appearance of new platforms created around video games, such as Twitch, which brings together a plethora of people [3]. For all these reasons, implementing didactic strategies based on gamification or games in education promotes student motivation, making the proposed exercises more attractive to them [4]. This fact is evidenced in other proposals [5] that argue that gamified approaches have the ability to increase student motivation and, therefore, improve their participation and involvement in the proposed activities. Such proposals become an interesting approach for teachers to improve their teaching-learning process and promote active participation and involvement of their students in the classroom.

Despite the similarity of the concepts of gamification and game-based learning and their interchangeable use of terms in the literature [6], game-based learning involves using games and video games as a means to improve learning. However, gamification uses tools and dynamics specific to games in non-playful contexts, although the game itself is not played [7].

In line with this theme, the objective of this article was to collect, synthesize, and integrate information regarding gamification and game-based learning and video games and their relationship with sustainability education and the Sustainable Development Goals in higher education in the European context.

2. Materials and Methods

Given the growth of works interested in this theme and to find the main findings and research gaps related to it, a systematic review was conducted using a systematic mapping approach based on the PRISMA methodology [8]. This allowed for a description, critical review, and synthesis of findings in a reproducible manner for future research [9]. For the review, five mapping questions were proposed to help contextualize the research topic (Table 1) and eight research questions to critically analyze the phenomenon of study in depth (Table 2).

The sample collection was based on the search for keywords extracted from the UNESCO and ERIC thesauri, combined with the Boolean operators shown in Table 3.

Those research studies related to Sustainable Education, Sustainable Development Goals (ODS), Gamification, Video Games, and Game-Based Learning were selected.

Six of the most commonly used scientific-educational databases were consulted: Web of Science (WOS), SCOPUS, EBSCO, PubMed, Dialnet, and Taylor & Francis. The search was filtered to cover the years 2019-2023, narrowing the search to the last five years to obtain up-to-date reports.

The references found in the bibliographic search were downloaded in RIS format and stored in the intelligent systematic review virtual system Rayyan, for subsequent filtering according to the PRISMA method. Inclusion and exclusion criteria were established to identify relevant studies (Table 4) and based on these criteria, the most relevant articles on the topic were selected. From here, the process followed three phases: identification, screening, and inclusion [8].

Identification phase:

In the first phase, 2025 articles related to the subject were identified, covering the stages from primary education to university studies. The aim of this initial search was to determine the scope of resources published on the topic. Of these, 1212 were automatically eliminated by the Rayyan software because they had metadata with low readability for the program, leaving 813 articles for review.

Screening phase:

In a second phase, after eliminating duplicate articles (n=112), 701 articles were identified. A screening was performed by reviewing the title, keywords, and abstract and applying inclusion and exclusion criteria. Of this screening, 659 documents were discarded, leaving a group of 42 selected papers for the next phase.

Inclusion phase:

In the third phase, a second screening was carried out using a quality checklist (Table 5). It was based on a checklist [8] of 6 questions with predefined answers and a score associated with each answer (Yes = 1 / Partially = 0.5 / No = 0). A cut-off score of 3 points was established, and studies evaluated with a score below this were discarded from the final review.

After the quality evaluation, 31 articles were excluded, in addition, one of them was removed for being a duplicate (previously not detected by the Rayyan tool) and another one was also eliminated due to lack of access to the full document. This resulted in a final sample of n=9 articles for in-depth review.

Figure 1 shows the screening process carried out in the three phases using the PRISMA method.

Finally, with the final corpus of articles, a manual review was carried out based on an Excel table systematically organized by columns to extract information from each work considering the mapping and research questions. Regarding data processing, the information was synthesized in order to obtain an updated study of the current state of the field of study and the research gaps detected.

3. Results

The data obtained after reviewing the final sample of primary studies yield the following results.

Description of the final sample:

Regarding the critical appraisal, Table 6 shows the scores obtained by each study to be included in the final sample. The cut-off score was set at 3 points, therefore, all nine evaluated articles have been included. Question number six stands out, showing that all studies were extracted from peer-reviewed resources. As for the rest of the questions, all have obtained scores equal to or above the cut-off score, it is only worth noting that question number three has generated the lowest score, corresponding to the measurement techniques used in the analysed studies and their transparent, replicable and justified description.

Answer to mapping questions:

Table 7 shows the final corpus of selected works, as well as the authors, year, country of publication, and resource. The year is 2022, and Spain is the country where the most research has been developed.

Regarding the impact of the journals where the articles were published, it should be mentioned that the Journal Citation Indicator (JCI), Journal Impact Factor (JIF), and Journal Citation Report (JCR) were used to verify the scientific impact of the articles, and their values are shown in Table 8.

According to the data collected regarding the category and topic of the journals where the works were published, it can be stated that five articles (55.5%) belong to the category of "Education and Educational Research", two articles belong to the category of "Environmental Sciences" (22.2%), one article to "Education and Scientific Disciplines" (11.1%), and one article to the topic of "Business" (11.1%).

Principio del formulario

Response to research questions:

Below are the main findings regarding the responses to the research questions posed. Based on the data collected from the sample of articles, the selected documents specifically focus on the university stage contextualized within the European framework.

According to the most commonly used research methods in the selected works (RQ1), Table 9 shows that four research studies were mixed-methods and five were developed using quantitative methods. From a quantitative perspective, the Likert-type questionnaire is the most commonly used tool [12–15, 18], but complementary evaluations can also be observed, such as semi-open questions [16,19], and the analytical scoring of game levels developed in the methodological essay of the research study [17] or records [20].

At the qualitative level, group oral exams, discussions, and debates are preferably used as the optimal methodology for data collection [19].

Regarding the educational practices used (RQ2), Game Based Learning is present in eight of the nine selected articles, and learning based on video games and games based on virtual reality in three articles, as can be seen in Table 9. It should be noted that other teaching methodologies, such as Problem-Based Learning (PBL), Cooperative Learning, and Learning Based on A+A (Learning + Action), are also present in several selected articles.

According to the analysis of the selected articles (RQ3), two articles (4 and 7) address the SDGs in a generalized manner (20%), while the remaining seven (80%) specifically mention at least one of them.

Among them, the SDGs most developed in the articles are SDG 4 (Quality Education), SDG 7 (Affordable and Clean Energy), SDG 8 (Decent Work and Economic Growth), SDG 10 (Reduced Inequalities), SDG 13 (Climate Action), and SDG 15 (Life on Land). These objectives are considering in the teaching and learning methodology of at least three of the ten selected articles (30%). Table 10 shows the different SDGs addressed in the selected articles.

According to the benefits of the SDGs for student learning collected in Table 11 (RQ4) in the selected articles, the importance of active learning through cooperative games and their benefit in raising students' awareness can be seen, as well as their creativity and innovation in addressing various relevant issues and problems related to the Sustainable Development Goals.

In addition, it highlights the cognitive, emotional and behavioural commitment of the participating students, developing key competencies and relevant skills to act critically and responsibly with regard to the SDGs proposed.

The impact of Gamification, Video Games, and Game-Based Learning on SDG 4 - Quality Education and SDG 10 - Reduced Inequalities (RQ5) is evident in the sample of articles. The results allow us to discern the importance of these SDGs during the teaching and learning process in the European educational context.

Table 12 shows that, according to the report results, active student participation through multidisciplinary cooperative games, as well as the development of equality and competitiveness, allows for better assimilation and internalization of knowledge. It also develops practical and creative skills acquisition, promoting performance, critical thinking, and innovation in the educational context.

Regarding the evaluation methods used to assess the results of the selected articles (RQ6), these are presented in Table 13. The most commonly used are questionnaires of various types; pre-test and post-test application, self-assessment or group control and experimental. Other types of evaluations were also seen depending on the nature of the study, such as oral tests, analysis of game experience results, or observation, although the latter to a lesser extent.

Finally, the limitations of each study (RQ7) and research gaps (RQ8) are presented in Table 14. Regarding limitations, it should be noted that in some of the analyzed programs, game-based learning activities were complex for students and this may affect learning outcomes.

Additionally, in most cases, a single data collection method was used, either at a single time point or with a small sample size. On the other hand, regarding research gaps, there is a need to expand research methods and data collection. It is also important to detail studies in a comprehensive manner so that they can be replicated by the scientific community. Finally, the nature or complexity of some game-based learning activities may cause students' perceptions of their learning outcomes to differ from those of the same didactic approach without using games. In this regard, it would be necessary to expand studies from a pedagogical perspective.

4. Discussion

This section summarizes the research and identifies gaps in the field. The purpose of this study was to review the implications that game-based and technology-mediated learning can have on sustainable education. Scientific evidence from the last five years was analyzed to understand the current situation and future trends of this phenomenon. Next, the results are discussed, considering previous studies and the research questions.

Firstly, the first research question aims to answer what methods are implemented for data collection. It should be noted that the quasi-experimental design followed by time-series designs and randomized experimental design have been the most evidenced methods in the literature review. In certain studies, single-group experiments were used and applied to subsequent time-series design to measure learning gains of a group of students after the game and technology intervention.

Regarding the second research question, on what types of practices are used for using game-based learning for sustainable education in university students, two pieces of evidence described programs that used gamification strategies. Findings on the benefits of using video games were also found in two documents, and the use of serious games was found in three pieces of evidence. The rest described didactic situations related to the use of games in a generalized way.

As for the third research question on the development of sustainable education, it is worth noting that previous studies show the benefits of using game-based and technology-mediated methodologies. These include students' awareness of the consequences of economic decisions on society and the environment [13] or understanding the importance of protecting ecosystems. In addition, students' perception of game-based strategies is positive, seeing it as a useful component for learning. Other studies [12] showed that students were cognitively engaged in game-based learning.

In line with the fourth research question of this study, regarding the benefits obtained through the use of Game-Based Learning mediated by technology in university students, it was found that the purpose of using these strategies and their benefits covered various areas:

• Helps in understanding the content: One aspect that is worth noting in the use of game-based and technology-mediated methodology is the promotion of understanding of subjects. Several studies show how the use of technology-mediated games in the context of higher education has the main benefit of helping students better understand the content of the subjects [16].
• On the other hand, others argue that it also helps to develop extrinsic motivation towards the discipline [15].
• Promoting inclusive education: another study [20] showed that among the benefits of using game-based methodology along with technology is the facilitation of identifying at-risk students and their individual learning needs. However, it is important to note that this research is focused on areas other than inclusion, so there may be disparity in results among the studies consulted.
• Development of social skills: with regard to the impact of game-based learning, this educational approach has great usefulness in the development of key competencies, such as teamwork, and in other areas such as creativity and innovation [14].
• It was also found that it improves the interaction between the academic and work world [22]. Others affirm that its use fostered cognitive, emotional, and behavioral engagement of the players [12]. In this sense, they also highlight the importance of student engagement in providing positive experiences, as well as spaces for participating in informal conversations that also help develop digital literacy skills [25].

Continuing with the order of questions, the fifth question to be addressed was the impact that these educational practices have on SDG4 - Ensure inclusive and equitable quality education. The reviewed scientific literature does not make explicit reference to the development of this goal, although some of the objectives of various studies [13] indicate that it allows for improving learning from a multidisciplinary perspective.

According to the sixth research question about the evaluation methods used to assess the impact of the reviewed programs, the predominant instruments were questionnaires, both pre-test and post-test, as well as control and experimental group questionnaires. Observation and documentary review were also used in two of the reviewed articles. It is important to note that many studies involving questionnaires on educational innovation activities focus on satisfaction levels, often ignoring the impact on learning.

The limitations of the study are addressed in response to the seventh research question. After several tests, the search strategy is considered adequate, using terms based on education thesauri. However, the topic does not seem to be widely addressed in the literature currently, and the scant results regarding SDG4 or the benefits for learning in higher education stand out.

Finally, several future research lines have been identified in response to the eighth research question. It would be necessary to apply the search to other educational stages to compare the results of the studied phenomenon and its benefits in learning at different ages. In addition, other lines of research could broaden their intervention from a pedagogical perspective to educational inclusion, including different groups and people with diverse abilities in didactic programs and scientific evaluations. On the other hand, more randomized experiments with a reasonable sample size of participants would be needed to make more reliable statements in this regard, as well as transparent and replicable methods.

5. Conclusions

The results of over 800 documents found related to Video Games, Gamification, and Game-Based Learning confirm the growing interest in this topic in educational technology research. A large number of these studies described experiences that integrate games in didactic contexts mediated by technology. However, only nine documents were found that addressed these methodologies in conjunction with Education for Sustainability in Higher Education. This highlights the research gap that currently exists in this field.

The distribution of articles by year of publication showed an increase in the number of publications between 2019 and 2023, reflecting the growing interest in the topic. The results show that the benefits of using game-based technologies in education include promoting education for sustainability, including the work of SDG 4 - Quality Education -; fostering educational inclusion, and promoting various social skills such as collaborative and cooperative work.

Most of the analysed documents described and evaluated a game or educational experience, and some conducted empirical studies to assess their effectiveness for learning.

To conclude this work, it should be noted that in order to maintain progress in the use of digital game-based learning for teaching sustainable education in the university context, more studies should be conducted on its effectiveness in different stages and with different groups. Implementing these methodological strategies in the classroom requires knowledge of game design and creation, a set of skills that many educators may not necessarily have. Therefore, more reviews focused on pedagogical approaches, underlying learning theories, and game design principles and themes related to education for sustainability would be needed. This would help to expand different ways of implementing it in the classroom and to provide pedagogical training to teachers.