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<p>There is a growing body of research exploring the application of digital games in Digital Citizenship Education (DCE) to enhance learner engagement within the information society. However, not many studies have systematically reviewed published research on this important topic. To address this gap, the present study systematically reviews empirical studies from 2010 to 2024 that examine the utilization of digital games in DCE to bolster learner engagement in the information society. Using Preferred Reporting Items for Systematic Reviews, we analyzed 22 selected articles to scrutinize digital game profiles, design, application strategies, methodologies, and outcomes. Results highlight a pronounced preference for role-play games, alongside the adoption of 25 instructional principles and 12 functional elements in game design. However, instructional auxiliaries remain limited, with group discussions prevailing. Primary and middle school students are the primary focus, predominantly in quasi-experimental research. Most studies span less than one month and employ quasi-experimental designs for data collection, focusing on technology acceptance and behavioral changes. The findings indicate positive outcomes, such as proficiency gains, enhanced technology acceptance, and positive perceptions of DCE, although some disadvantages have been noted. Based on these results, our discussion centers on the characteristics of DCE, aiming to serve as a reference for researchers and educators in the field.</p>

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A review of empirical research on game-based digital citizenship education

  • 期刊论文

  • 发表日期：

    2025年4月10日

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  • Jiawen Liu,
  • Rustam Shadiev

摘要

There is a growing body of research exploring the application of digital games in Digital Citizenship Education (DCE) to enhance learner engagement within the information society. However, not many studies have systematically reviewed published research on this important topic. To address this gap, the present study systematically reviews empirical studies from 2010 to 2024 that examine the utilization of digital games in DCE to bolster learner engagement in the information society. Using Preferred Reporting Items for Systematic Reviews, we analyzed 22 selected articles to scrutinize digital game profiles, design, application strategies, methodologies, and outcomes. Results highlight a pronounced preference for role-play games, alongside the adoption of 25 instructional principles and 12 functional elements in game design. However, instructional auxiliaries remain limited, with group discussions prevailing. Primary and middle school students are the primary focus, predominantly in quasi-experimental research. Most studies span less than one month and employ quasi-experimental designs for data collection, focusing on technology acceptance and behavioral changes. The findings indicate positive outcomes, such as proficiency gains, enhanced technology acceptance, and positive perceptions of DCE, although some disadvantages have been noted. Based on these results, our discussion centers on the characteristics of DCE, aiming to serve as a reference for researchers and educators in the field.