Computational games in STEM courses: a systematic review of the literature

• Published in: 2020 IEEE Frontiers in Education Conference (FIE) pp. 1 - 8
• Main Authors: da Silva Neves Lima, Priscila, das Almas Silva, Laira, dos Santos Oliveira, Joao Lucas, Franco Brandao, Anarosa Alves, de Oliveira Brandao, Leonidas
• Format: Conference Proceeding
• Language: English
• Published: IEEE 21-10-2020
• Subjects: Computational; digital; Education; Games; Higher education; Physics; Planning; Programming profession; STEM; STEM education; Systematic review
• ISSN: 2377-634X
• DOI: 10.1109/FIE44824.2020.9274071

This full paper of Research Category presents the main results of a systematic review of the literature about the use of computer games in science, technology, engineering, and mathematics (STEM) courses. The concept of lifelong learning has often been encouraged in literature. However, it also reports students facing difficulties in exact sciences since elementary school: a significant challenge to overcome. Among the reasons for such difficulties are demotivation, disinterest, learning difficulties, and even the use of outdated teaching-learning methods. In an attempt to improve the relationship between students and exact sciences, schools are expanding the use of information technologies to offer the students interactive environments in order to enrich their classes. In this context, characteristics of digital games appear as a didactic resource that can benefit the students' learning process. If properly used, digital games can stimulate memory, creativity, socialization, and also incite curiosity. Due to the ease young students have with games and considering the benefits mentioned above, many institutions have been investing in digital games (or environments with some of their characteristics). However, these games can generate compulsive behaviors (WHO classified such disorders in 2018), and it is worth noticing that many articles reporting the use of games in education focus mainly on its acceptance instead of its teaching capabilities. In this article, we report the main findings, such as that technology is the area with the highest concentration of digital games. It is also observed that different guiding theories appear, such as those with a constructivist tendency. Among the arguments for using games stand out: the gain in cognitive skills, the possibility of using simulations, and the ease in understanding complex themes. The methods of didactic-pedagogical evaluation mostly used are questionnaires of acceptance or the student's perception. This review highlights the potential of digital games to promote learning. However, these games should not be focused solely on their ludic aspect, as they have a different purpose from regular games. Active methodologies mediated by information and communication technologies can make class more engaging as students actively participate in the construction of student learning.