Gamification in Construction Engineering Education: A Scoping Review
Publication: Journal of Civil Engineering Education
Volume 149, Issue 2
Abstract
The long history of experiential learning in construction engineering shows the significant potential of cognitive development through direct experience. Recent advancements in gamification, especially digital serious games, can help educators develop novel pedagogical strategies to promote active and experiential learning in controlled settings. Despite considerable attention to this field during the last two decades, game-based educational solutions for construction engineering are far from achieving their full potential, and still little is known about systematic ways to direct research and development works in this domain. The first step toward developing systematic plans to advance research in this area is to analytically understand the extent, range, and nature of the existing research to identify research gaps and potential directions for future studies. This study addresses this need through a scoping review based on the Preferred Reporting Items for Systematic Reviews and Meta-Analysis extension for Scoping Review (PRISMA-ScR). Throughout the research process, we identified 103 relevant studies. We extracted two sets of information from each document during the review process. The first set incorporates basic attributes of the publications, including the type of the document, publication year, and author affiliation. The second set of information concentrates on the contents of the documents to analyze their contextual characteristics and contributions to the field. Using the extracted information, we discuss the limitations in the state-of-the-art research in this rapidly growing field and propose a set of potential directions and considerations for future studies.
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Data Availability Statement
All data, models, or codes that support the findings of this study are available from the corresponding author upon reasonable request.
Acknowledgments
This material is based upon work supported by the National Science Foundation under Grants EEC-2106257 and EEC-2106261. Any opinions, findings, conclusions, or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.
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Journal of Civil Engineering Education
Volume 149 • Issue 2 • April 2023
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© 2022 American Society of Civil Engineers.
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Received: Jan 30, 2022
Accepted: Jul 11, 2022
Published online: Nov 16, 2022
Published in print: Apr 1, 2023
Discussion open until: Apr 16, 2023
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