Digital Game-Based Learning
Explore innovative research topic ideas in digital game-based learning and gamification in education. Discover how game-based learning can enhance educational experiences and improve student engagement.
QUALITATIVE RESEARCH
Realyn Manalo
5/19/20253 min read
As education continues to evolve in the digital age, innovative strategies like Digital Game-Based Learning (DGBL) have gained momentum for their potential to enhance student motivation, engagement, and academic performance. Unlike traditional teaching methods, DGBL integrates interactive elements, challenge-based tasks, and real-time feedback that mirror gaming environments familiar to learners. With increasing access to educational technology, many schools and institutions are beginning to embed game-based platforms into subjects like mathematics, science, language, and digital literacy. However, while DGBL shows promise in transforming classroom instruction, critical questions remain about its measurable academic benefits and long-term impact on learning outcomes. This emerging need makes it timely and necessary to explore not only the short-term engagement effects of DGBL but also its effectiveness in improving actual student performance across varied educational settings.
Who Can Use These Topics
This research is ideal for students and professionals pursuing the following courses or strands:
College Programs:
BS Education Major in English / Mathematics / Science / Early Childhood Education
BS Educational Technology
BS Psychology
BS Information Technology
Senior High School Strands:
All SHS Strands
Why This Topic Needs Research
To strengthen the current understanding of digital game-based learning, further empirical research is needed. Recent studies have revealed promising results but also exposed substantial gaps:
Limited Measurement of Academic Outcomes: While DGBL was reported to increase engagement among South African teachers and students, the study did not measure improvements in academic performance, making it difficult to validate the instructional value of these games beyond perception (Saal et al., 2025).
Bibliometric Mapping Without Classroom Validation: Although bibliometric research mapped the rising trends in DGBL, it did not explore how these tools perform in actual classroom environments or whether they lead to learning gains (Jamaludin et al., 2025).
Short-Term Improvements with Low Long-Term Evidence: ChemPOV showed short-term success in raising interest in organic chemistry, but it failed to produce strong academic gains or investigate retention, revealing a need for long-term evaluation (Sharma et al., 2025).
Unexplored Scalability Across Age Groups and Subjects: DGBL significantly improved digital etiquette in one primary school, but the study did not determine whether such success could be scaled or sustained across different subjects and learner groups (Zheng et al., 2024).
Lack of Subject Diversification: DGBL showed positive effects in Grade 6 English classes in the Philippines, yet it remains unclear how well the approach translates to other subject areas or academic levels (Obenza-Tanudtanud & Obenza, 2024).
Meta-Analysis Missing Local Integration Data: While DGBL enhanced reading performance short-term, the meta-review noted a lack of Filipino longitudinal research validating its integration into national reading programs (Joaquin & Imbat, 2024).
Lack of Differentiated Instruction Models: Although early literacy games improved phonics and fluency, few studies have compared which game types benefit specific learner profiles over time (Samanova & Qurbonova, 2025).
Feasibility & Challenges by Target Group
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References
Jamaludin, G. M., Japar, M., & Sumantri, M. S. (2025, April). Digital Game-Based Learning in Education: A Visual Bibliometric Network Analysis. In Proceeding of International Seminar On Student Research In Education, Science, and Technology (Vol. 2, pp. 117-125).
JOAQUIN, S. R., & IMBAT, A. U. (2024). Game-Based Learning in Reading Pedagogy: A Review.
Obenza-Tanudtanud, D. M., & Obenza, B. N. (2024). Assessment of educational digital game-based learning and academic performance of grade six pupils. American Journal of Interdisciplinary Research and Innovation.
Saal, P. E., Mdlulwa, N., & Hannan, S. (2025). Unlocking the Power of Play: Exploring Key Influences of Digital Game-Based Learning Adoption Among South African Mathematics Teachers. Computers in the Schools, 42(1), 51-72.
Sharma, P., Teo, J., Kon, M. W. R., Han, J. Y., & Fung, F. M. (2025). ChemPOV: Evaluating a digital game-based learning tool for organic chemistry through student-researcher collaboration. Journal of Applied Learning and Teaching, 8(Sp. Iss. 2), 55-63.
Samanova, S., & Qurbonova, M. (2025). GAME-BASED APPROACHES TO TEACHING READING IN EARLY EDUCATION. International Journal of Artificial Intelligence, 1(3), 63-66.
Zheng, Y., Zhang, J., Li, Y., Wu, X., Ding, R., Luo, X., ... & Huang, J. (2024). Effects of digital game-based learning on students’ digital etiquette literacy, learning motivations, and engagement. Heliyon, 10(1).