International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE)

IJCRSEE Editorial Team; Radoslav Baltezarević; Ivana Baltezarević

doi:10.23947/2334-8496-2025-13-1-127-140

Authors

Radoslav Baltezarević Institute of International Politics and Economics, Belgrade, Serbia https://orcid.org/0000-0001-7162-3510
Ivana Baltezarević Megatrend University, Faculty of Law, Belgrade, Serbia https://orcid.org/0000-0003-4605-1420

DOI:

https://doi.org/10.23947/2334-8496-2025-13-1-127-140

Keywords:

Digital Game-Based Learning (DGBL), digital games, students, Artificial Intelligence (AI), personalized learning, immersive technologies

Abstract

Digital game-based learning (DGBL) has redefined education in recent years. Instead of replacing conventional methods of instruction, the aim is to make learning more complex and adapted to how students really engage with the modern world. This study aims to collect data that will assist educators, students, legislators, and creators of digital games in recognizing the value of the DGBL approach to education. Together, they may enhance and modify these approaches to better suit students’ requirements and enhance their academic performance. The study’s conclusions may significantly affect future applications of digital educational games in educational settings. Since they could offer a deeper comprehension that would enable students’ benefit from personalized instruction through artificial intelligence (AI), while at the same time using immersive technologies would increase students’ involvement, interest, and motivation for learning in a virtual environment. A questionnaire was emailed to 328 students at all three study levels, as well as faculty and administrative personnel from Megatrend University in Belgrade, who took part in the study. According to the findings, participants believe that a) if digital games and educational content are combined in learning, students are more likely to increase their learning efficiency in this way; b) if a digital game-based learning (DGBL) approach provides a dynamic and engaging learning environment, it is more likely to increase student motivation and participation in the learning process; c) if digital game-based learning (DGBL) includes rewards, feedback, and competition, there is greater potential to significantly improve student learning outcomes; d) if digital game-based learning (DGBL) is supported by artificial intelligence (AI), which enables personalization, the learning is more likely to dynamically adapt to each student’s performance.

Downloads

Download data is not yet available.

References

Abdul Jabbar, A. I., & Felicia, P. (2015). Gameplay engagement and learning in game-based learning: A systematic review. Review of Educational Research, 85(4), 740-779. https://doi.org/10.3102/0034654315577210 DOI: https://doi.org/10.3102/0034654315577210

Alhebshi, A. A., & Halabi, S. M. (2020). Teachers’ and learners’ perceptions towards digital game-based learning in ESL classroom. Journal for the Study of English Linguistics, 8(1):166-180. https://doi.org/10.5296/jsel.v8i1.17353 DOI: https://doi.org/10.5296/jsel.v8i1.17353

Anderson, C. G., Dalsen, J., Kumar, V., Berland, M., & Steinkuehler, C. (2018). Failing up: How failure in a game envronmentpromotes learning through discourse. Thinking Skills and Creativity, 30(6), 135-144. https://doi.org/10.1016/j.tsc.2018.03.002 DOI: https://doi.org/10.1016/j.tsc.2018.03.002

Axon Park (2024). 3D Gamification with AI: The Future of Education. https://www.axonpark.com/3d-gamification-with-ai-the- future-of-education/

Baltezarević, V. & Baltezarević, R. (2015). Sloboda na internetu i njene posledice. Godišnjak Fakulteta za kulturu i medije, iss.7, 257–272. https://doi.org/10.5937/gfkm1507257B DOI: https://doi.org/10.5937/gfkm1507257B

Baltezarević, I. & Baltezarević, R. (2021). Sajber bezbednost: izgradnja digitalnog poverenja, Megatrend Revija, 18(4), 269- 280. https://doi.org/10.5937/MegRev2104269B DOI: https://doi.org/10.5937/MegRev2104269B

Baltezarević, R., & Baltezarević, I. (2024). Students’ Attitudes on The Role of Artificial Intelligence (Ai) In Personalized Learning. International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 12(2), 387-397. https://doi.org/10.23947/2334-8496-2024-12-2-387-397 DOI: https://doi.org/10.23947/2334-8496-2024-12-2-387-397

Bariuad, S. (2022). 12 Game Based Learning Platforms. https://training.safetyculture.com/blog/game-based-learning-platforms/

Behnamnia, N., Kamsin, A., Ismail, M. A. B., & Hayati, A. (2020). The effective components of creativity in digital game-based learning among young children: A case study. Children and Youth Services Review, 116(3), 105227. https://doi.οrg/ 10.1016/j.childyouth.2020.105227 DOI: https://doi.org/10.1016/j.childyouth.2020.105227

Behnke, R. (2023). Top 5 Types of Cybersecurity Attacks In Gaming. https://www.halborn.com/blog/post/top-5-types-of-cybersecurity-attacks-in-gaming

Boghian, I., Cojocariu, V. M., Popescu, C. V., & Mâţӑ, L. (2019). Game-based learning. Using board games in adult education. Journal of Educational Sciences & Psychology, 9(1), 51 – 57.

Briggs, Stephen R., and Jonathan M. Cheek. “The role of factor analysis in the development and evaluation of personality scales.” Journal of personality 54.1 (1986): 106-148. https://doi.org/10.1111/j.1467-6494.1986.tb00391.x DOI: https://doi.org/10.1111/j.1467-6494.1986.tb00391.x

Byun, J., & Joung, E. (2018). Digital game-based learning for K-12 mathematics education: A meta-analysis. School Science and Mathematics, 118(3-4), 113-126. https://doi.org/10.1111/ssm.12271 DOI: https://doi.org/10.1111/ssm.12271

Cai, Z., Mao, P., Wang, D., He, J., Chen, X., & Fan, X. (2022). Effects of scaffolding in digital game-based learning on student’s achievement: a Three-level meta-analysis. Educational Psychology Review, 34(4), 1-38. https://doi.org/10.1007/s10648-021-09655-0 DOI: https://doi.org/10.1007/s10648-021-09655-0

Callahan, B. (2024). What is Game-Based Learning: Pros, Cons & Implementation Tips for Educators. https://oureclass.com/blog/game-based-learning-pros-cons-tips

Chen, Y., Lillicrap, T., Hui, F., Sifre, L., van den Driessche, G., Graepel, T., & Hassabis, D. (2017). Mastering the game of go without human knowledge. Nature, 550(7676), 354–359. https://doi.org/10.1038/nature24270 DOI: https://doi.org/10.1038/nature24270

Chen, M. H., Tseng, W. T., & Hsiao, T. Y. (2018). The effectiveness of digital game‐based vocabulary learning: A framework‐ based view of meta‐analysis, British Journal of Educational Technology, 49(1), 69–77. https://doi.org/10.1111/bjet.12526 DOI: https://doi.org/10.1111/bjet.12526

Chen, C.H., Liu, J.H., & Shou, W.C. (2018). How competition in a game-based science learning environment influences students’ learning achievement, flow experience, and learning behavioral patterns. J. Educ. Technol. Soc., 21(2), 164–176.

Chen, M., Liu, W., Wang, T., Zhang, S., & Liu, A. (2022). A game-based deep reinforcement learning approach for

energy-efficient computation in MEC systems. Knowl.-Based Syst. 235(6), 107660. https://doi.org/10.1016/j.knosys.2021.107660 DOI: https://doi.org/10.1016/j.knosys.2021.107660

Cheng, Y.M., Lou, S.J., Kuo, S.H. & Shih, R.C. (2013). Investigating elementary school students’ technology acceptance by applying digital game-based learning to environmental education, Australasian Journal of Educational Technology, 29(1), 96 – 110. https://doi.org/10.14742/ajet.65 DOI: https://doi.org/10.14742/ajet.65

Clement, J. (2021). Serious games market revenue worldwide 2018-2024. https://www.statista.com/statistics/733616/game- based-learning-industry-revenue-world/

Cooper, V. (2024). Play Safe: Cybersecurity Practices Every Gamer Should Know. https://www.splashtop.com/blog/cybersecurity-for-gamers

de Carvalho, C.V., Escudeiro, P., & Coelho, A. (2016). Serious games, interaction and simulation. In Proceedings of the 6th International Conference, SGAMES 2016, Porto, Portugal, 16–17. https://doi.org/10.1007/978-3-319-51055-2 DOI: https://doi.org/10.1007/978-3-319-51055-2

Din, F., & Calao, J. (2001). The Effects of playing educational video games on kindergarten achievement, Child Study Journal, 31(2), 95-102.

Discoverdigital (2020). The Advantages and disadvantages of game-based learning. https://www.discoverdigital.eu/lms/courses/discover-digital/online-training/lessons/the-advantages-and-disadvantages-of-game-based-learning/

Ertmer, P. A., Ottenbreit-Leftwich, A. T., Sadik, O., Sendurur, E., & Sendurur, P. (2012). Teacher beliefs and technology integration practices: A critical relationship. Computers & Education, 59(2), 423–435. https://doi.org/10.1016/j.compedu.2012.02.001 DOI: https://doi.org/10.1016/j.compedu.2012.02.001

Field, A. (2009). Discovering statistics using SPSS: Book plus code for E version of text (Vol. 896). London, UK: SAGE Publications Limited.

Fokides, E. (2018). Digital educational games and mathematics. Results of a case study in primary school settings, Education and Information Technologies, 23(2), 851–867. https://doi.org/10.1007/s10639-017-9639-5 DOI: https://doi.org/10.1007/s10639-017-9639-5

Gentry, S. V., Gauthier, A., L’Estrade Ehrstrom, B., Wortley, D., Lilienthal, A., Car, L. T., … Car, J. (2019). Serious gaming and gamification education in health professions: Systematic review. Journal of Medical Internet Research, 21(3), 1–20. https://doi.org/10.2196/12994 DOI: https://doi.org/10.2196/12994

Gurpinar, C. (2017). The impact of pedagogical play-assisted teaching applications on learning outputs in science teaching (Master’s thesis). Kırıkkale University, Kırıkkale, Turkey.

Hanafie, N. K., & Makassar, U. N. (2022). The Effect of Online Games on Changes in Student Behavior in Middle Schools, IJoASER, 5(2), 48-59. https://doi.org/10.33648/ijoaser.v5i2.178 DOI: https://doi.org/10.33648/ijoaser.v5i2.178

Harding, E. (2023). The pros and cons of game-based learning. https://bedrocklearning.org/literacy-blogs/the-pros-and- cons- of-game-based-learning/

Harris, S. (2002). Secondary school students’ use of computers at home, British Journal of Educational Technology, 30(4), 331–339. https://doi.org/10.1111/1467-8535.00123 DOI: https://doi.org/10.1111/1467-8535.00123

Huang, B., & Hew, K. F. (2018). Implementing a theory-driven gamification model in higher education flipped courses: Effects on out-of-class activity completion and quality of artifacts. Computers & Education, 125, 254–272. https://doi.org/10.1016/j.compedu.2018.06.018 DOI: https://doi.org/10.1016/j.compedu.2018.06.018

Hussein, M. H., Ow, S. H., Elaish, M. M., & Jensen, E. O. (2022). Digital game-based learning in K-12 mathematics education: A systematic literature review, Education and Information Technologies, 27(2), 2859-2891. https://doi.org/10.1007/s10639-021-10721-x DOI: https://doi.org/10.1007/s10639-021-10721-x

Intenta.digital (2021). Gaming and Students: Benefits & Risks. https://intenta.digital/perspectives/gaming-students-benefits-risks/

Kapp, K. (2014). The Gamification of Learning and Instruction: Game-based Methods and Strategies for Training and Education. Wiley editorial.

Khan, A., Ahmad, F., & Malik, M. (2017). Use of digital game based learning and gamification in secondary school science: The effect on student engagement, learning and gender difference. Education and Information Technologies, 22(6), 2767-2804. https://doi.org/10.1007/s10639-017-9622-1 DOI: https://doi.org/10.1007/s10639-017-9622-1

Kingsley, T. L., & Grabner‐Hagen, M. M. (2015). Gamification: Questing to integrate content knowledge, literacy, and 21st‐ century learning. Journal of Adolescent & Adult Literacy, 59(1), 51–61. https://doi.org/10.1002/jaal.426 DOI: https://doi.org/10.1002/jaal.426

Kirikkaya, E. B., Iseri, S., & Vurkaya, G. (2010). A board game about space and solar systems for primary school students, Turkish Online Journal of Education Technology, 9(2),1-13.

Kirriemuir, J., & McFarlane, A. (2004). Literature review in games and learning, NESTA Futurelab Series: Report 8; NESTA Futurelab: Bristol, 1–35.

Konok, V., Liszkai-Peres, K., Bunford, N., Ferdinandy, B., Jurányi, Z., Ujfalussy, D. J., & Miklósi, Á. (2021). Mobile use induces local attentional precedence and is associated with limited socio-cognitive skills in preschoolers. Computers in Human Behavior, 120, 106758. https://doi.org/10.1016/j.chb.2021.106758 DOI: https://doi.org/10.1016/j.chb.2021.106758

Lazarinis, F., Alexandri, K., Panagiotakopoulos, C., & Verykios, V. S. (2020). Sensitizing young children on internet addiction and online safety risks through storytelling in a mobile application. Education and Information Technologies, 25(1), 163–174. https://doi.org/10.1007/s10639-019-09952-w DOI: https://doi.org/10.1007/s10639-019-09952-w

Lee, J., & Liu, M. (2017). Design of fantasy and their effect on learning and engagement. In R. Z. Zheng & M. K. Gardner (Eds.), Handbook of research on serious games for educational applications (pp. 200–219). IGI Global. https://doi.org/10.4018/978-1-5225-0513-6.ch009 DOI: https://doi.org/10.4018/978-1-5225-0513-6.ch009

Li, Y., Chen, D., & Deng, X. (2024) The impact of digital educational games on student’s motivation for learning: The mediating effect of learning engagement and the moderating effect of the digital environment. PLoS ONE, 19(1), e0294350. https://doi.org/10.1371/journal.pone.0294350 DOI: https://doi.org/10.1371/journal.pone.0294350

Liao, C.-W., Chen, C.-H., & Shih, S.-J. (2019). The interactivity of video and collaboration for learning achievement, intrinsic motivation, cognitive load, and behavior patterns in a digital game-based learning environment, Computers & Education, 133(2), 43–55. https://doi.org/10.1016/j.compedu.2019.01.013 DOI: https://doi.org/10.1016/j.compedu.2019.01.013

Liang, H.Y., Hwang, G.J., Hsu, T.Y., & Yeh, J.Y. (2024). Effect of an AI-based chatbot on students’ learning performance in alternate reality game-based museum learning. Br. J. Educ. Technol., 55(5), 2315-2338. https://doi.org/10.1111/bjet.13448 DOI: https://doi.org/10.1111/bjet.13448

Liu, M., Horton, L., Olmanson, J., & Toprac, P. (2011). A study of learning and motivation in a new media enriched environment for middle school science. Educational Technology Research and Development, 59(2), 249-265. https://doi.org/10.1007/s11423-011-9192-7 DOI: https://doi.org/10.1007/s11423-011-9192-7

Mao, W., Cui, Y., Chiu, M. M., & Lei, H. (2022). Effects of Game-Based Learning on Students’ Critical Thinking: A Meta- Analysis. Journal of Educational Computing Research, 59(8), 1682-1708. https://doi.org/10.1177/07356331211007098 DOI: https://doi.org/10.1177/07356331211007098

Mardian, Y., & Hastono, S. P. (2019). Risk Factors of Internet Gaming Addiction in Adolescent: A Literature Review, Int. J. Sci. Res. Publ., 9(7), 9117. https://doi.org/10.29322/ijsrp.9.07.2019.p9117 DOI: https://doi.org/10.29322/IJSRP.9.07.2019.p9117

Mayer, R.E., & Johnson, C.I. (2010). Adding instructional features that promote learning in a game-like environment, Journal of Educational Computing Research, 42(3), 241–265. https://doi.org/10.2190/EC.42.3.a DOI: https://doi.org/10.2190/EC.42.3.a

McLaren, B. M., & Nguyen, H. A. (2023). Digital learning games in Artificial Intelligence in Education (AIED): A review. Handbook of Artificial Intelligence in Education, 440-484.https://doi.org/10.4337/9781800375413.00032 DOI: https://doi.org/10.4337/9781800375413.00032

Miller, S. (2024). Blooket vs Gimkit: Comparing Educational Gaming Platforms. https://medium.com/@seanmillerauthor/blooket-vs-gimkit-comparing-educational-gaming-platforms-4a9ea2043e3f

Minecraft (2025). What is Minecraft Education? https://help.minecraft.net/hc/en-us/articles/360046600691-What-is-Minecraft-Education-Edition-

Mohammad, S., Jan, R. A., & Alsaedi, S. L. (2023). Symptoms, Mechanisms, and Treatments of Video Game Addiction, Cureus, 15(3), e36957. https://doi.org/10.7759/cureus.36957 DOI: https://doi.org/10.7759/cureus.36957

Nisbet, J. (2024). Game-Based Learning: Pros, Cons & Implementation Tips for Educators. https://www.prodigygame.com/main-en/blog/game-based-learning/

Oblinger, G. D. (2004). The next generation of educational engagement, Journal of Interactive Media in Education, 8(1), 1-18. https://doi.org/10.5334/2004-8-oblinger DOI: https://doi.org/10.5334/2004-8-oblinger

O’Donovan, S., Gain, J., & Marais, P. (2013). A case study in the gamification of a university-level games development course. Proceedings of the South African Institute for Computer Scientists and Information Technologists Conference on - SAICSIT ‘13, 242-251. https://doi.org/10.1145/2513456.2513469 DOI: https://doi.org/10.1145/2513456.2513469

Paradisosolutions (2025). Game Based Learning in a Digital World: Benefits, Challenges. https://www.paradisosolutions.com/blog/game-based-learning-in-a-digital-world/

Parody, L., Santos, J., Trujillo-Cayado, L. A., & Ceballos, M. (2022). Gamification in engineering education: The use of lasscraft platform to improve motivation and academic performance. Applied Sciences, 12(22), 11832. https://doi.org/10.3390/app122211832 DOI: https://doi.org/10.3390/app122211832

Pitarch, R. C. (2018). An approach to digital game-based learning: Video-games principles and applications in foreign language learning, Journal of Language Teaching and Research, 9(6), 1147–1159. http://doi.org/10.17507/jltr.0906.04 DOI: https://doi.org/10.17507/jltr.0906.04

Prensky, M. (2001). Fun, play, and games: What makes games engaging. Digital Game-Based Learning, 5(1), 5–31. https://doi.org/10.1145/950566.950567 DOI: https://doi.org/10.1145/950566.950567

Rahayu, I. S. (2021). The Relationship of Online Game Addiction with Learning Motivation in School Age Children on COVID-19 Pandemic, Linguistics and Culture Review, 5(1), 384–396. https://doi.org/10.21744/lingcure.v5n1.1650 DOI: https://doi.org/10.21744/lingcure.v5n1.1650

Romero, M., Lameras, P., & Arnab, S. (2024). Affordances for AI-Enhanced Digital Game-Based Learning. In: Urmeneta, A., Romero, M. (eds) Creative Applications of Artificial Intelligence in Education. Palgrave Studies in Creativity and Culture, 117–128. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-031-55272-4_9 DOI: https://doi.org/10.1007/978-3-031-55272-4_9

Roodt, S., & Ryklief, Y. (2019). Using digital game-based learning to improve the academic efficiency of vocational education students. International Journal of Game-Based Learning, 9(4), 45–69. https://doi.org/10.4018/IJGBL.2019100104 DOI: https://doi.org/10.4018/IJGBL.2019100104

Sarıgöz, O., Bolat, Y., & Alkan, S. (2018). Digital educational game usage scale: Adapting to Turkish, validity and reliability study. World Journal of Education, 8(5), 130-138. https://doi.org/10.5430/wje.v8n5p130 DOI: https://doi.org/10.5430/wje.v8n5p130

Sharma, N. (2023). What is Digital Game-Based Learning? Benefits, Challenges & Future of Learning! https://www.hurix.com/blogs/what-is-digital-game-based-learning-benefits-challenges-future-of-learning/

Sheehy, K., Ferguson, R., & Clough, G. (2014). Augmented education: Bringing real and virtual learning together. Springer. DOI: https://doi.org/10.1057/9781137335814

Silver, D., Schrittwieser, J., Simonyan, K., Antonoglou, I., Huang, A., Guez, A., Hubert, T., Baker, L., Lai, M., Bolton, A., Song, Y., Wu, K., & Ding, J. (2024). Developing an immersive game-based learning platform with generative artificial intelligence and virtual reality technologies – “LearningverseVR”. Computers & Education: X Reality, 4, Article 100069. https://doi.org/10.1016/j.cexr.2024.100069 DOI: https://doi.org/10.1016/j.cexr.2024.100069

Thebusinessresearchcompany (2025). Game Based Learning Global Market Report 2025. https://www.thebusinessresearchcompany.com/report/game-based-learning-global-market-report

Uwaterloo (2024). Gamification and Game-Based Learning. https://uwaterloo.ca/centre-for-teaching-excellence/catalogs/tip- sheets/gamification-and-game-based-learning

Wang, N., Wang, X., & Su, Y.-S. (2024). Critical analysis of the technological affordances, challenges and future directions of generative AI in education: A systematic review. Asia Pacific Journal of Education, 44(1), 139–155. https://doi.org/10.1080/02188791.2024.2305156 DOI: https://doi.org/10.1080/02188791.2024.2305156

Westera, W., Prada, R., Mascarenhas, S., Santos, P. A., Dias, J., Guimarães, M., Georgiadis, K., Nyamsuren, E., Bahreini, K., Yumak, Z., Christyowidiasmoro, C., Dascalu, M., Gutu-Robu, G., & Ruseti, S. (2020). Artificial intelligence moving serious gaming: Presenting reusable game AI components. Education and Information Technologies, 25(1), 351–380. https://doi.org/10.1007/s10639-019-09968-2 DOI: https://doi.org/10.1007/s10639-019-09968-2

Yang, J. C., Chung, C. J., & Chen, M. S. (2022). Effects of performance goal orientations on learning performance and in‐game performance in digital game‐based learning. Journal of Computer Assisted Learning, 38(2), 422-439. https://doi.org/10.1111/jcal.12622 DOI: https://doi.org/10.1111/jcal.12622

Yu, Z., Gao, M., & Wang, L. (2021). The Effect of Educational Games on Learning Outcomes, Student Motivation, Engagement and Satisfaction. Journal of Educational Computing Research, 59(3), 522–546. https://doi.org/10.1177/0735633120969214 DOI: https://doi.org/10.1177/0735633120969214

Yurdaarmagan, B., Melek, C. G., Merdenyan, B., Cikrikcili, O., Salman, Y. B., & Cheng, H. I. (2015). The effects of digital game-based learning on performance and motivation for high school students. ICIC Express Letters, 9(5), 1465-1469.