EXPLORING TEACHERS’ PERCEPTIONS OF THE IMPACT OF DIGITAL GAME-BASED LEARNING ON STUDENT ENGAGEMENT, MOTIVATION, AND LEARNING OUTCOMES IN K-12 SOCIAL STUDIES

Author

• Danielle R. Brown

Author Type

Graduate Student

Date of Award

2024

Document Type

Thesis

Publication Status

Version of Record

Submission Date

October 2026

Thesis/Dissertation Advisor [Chair]

Powers, Jillian

Abstract

This systematic literature review investigates K-12 social studies educators' perspectives on digital game-based learning (DGBL) from 2015 to 2024, focusing on its impact on student engagement, motivation, and learning outcomes. Using Braun and Clarke’s (2006) reflexive thematic analysis, data from 10 studies were synthesized. Four main themes emerged regarding engagement and motivation, and three concerning learning outcomes. Findings indicate that while teachers recognize DGBL's potential benefits, they prioritize meeting learning objectives over new instructional strategies due to teaching demands and limited suitable digital games. Barriers such as time constraints and resource limitations hinder broader DGBL implementation. Overcoming these challenges requires collaboration among educators, administrators, and policymakers to leverage DGBL in K-12 social studies education fully.

Extent

94 p.

Comments

Includes bibliography.|Thesis (MS)--Florida Atlantic University, 2024.|FAU Electronic Theses and Dissertations Collection|Includes bibliography.

Recommended Citation

Brown, Danielle R., "EXPLORING TEACHERS’ PERCEPTIONS OF THE IMPACT OF DIGITAL GAME-BASED LEARNING ON STUDENT ENGAGEMENT, MOTIVATION, AND LEARNING OUTCOMES IN K-12 SOCIAL STUDIES" (2024). Electronic Theses and Dissertations 2020 - Present. 1415.
https://digitalcommons.fau.edu/etd_general/1415

Identifier

FA00014449

Format

pdf