Game-Based and Gamified Robotics Education: A Comparative Systematic Review and Design Guidelines

Synthesis: Mubarrat, Shao, and Min (2026) present the first PRISMA-aligned systematic review and comparative synthesis of game-based learning (GBL) and gamification in robotics education. Analyzing 95 studies from 12,485 records across four databases (2014–2025), they coded each study's approach, learning context, skill level, modality, pedagogy, and outcomes (κ = .918). Three patterns emerged: (1) approach–context–pedagogy coupling (GBL more prevalent in informal settings while gamification dominated formal classrooms and favored project-based learning); (2) an emphasis on introductory programming and modular kits with limited adoption of advanced software; and (3) a comparative synthesis of outcomes leading to design guidelines.

Key Findings

Robotics education fosters computational thinking, creativity, and problem solving but remains challenging due to technical complexity; GBL and gamification offer engagement benefits, yet their comparative impact was previously unclear.

This is the first PRISMA-aligned systematic review comparing GBL and gamification in robotics education, analyzing 95 studies from 12,485 records across four databases (2014–2025).

Pattern 1 — approach–context–pedagogy coupling: GBL is more prevalent in informal settings, while gamification dominated formal classrooms (p < .001) and favored project-based learning (p = .009).

Pattern 2 — emphasis on introductory programming and modular kits, with limited adoption of advanced software (~17%) and advanced hardware.

The review produced comparative design guidelines for applying GBL vs. gamification in robotics education based on context and pedagogy.

Study Design & Method

This is a PRISMA-aligned systematic literature review with a comparative synthesis. The authors screened 12,485 records across four databases (2014–2025) and analyzed 95 studies of game-based learning and gamification in robotics education. Each study was coded for approach (GBL vs. gamification), learning context, skill level, modality, pedagogy, and outcomes, with high inter-coder reliability (Cohen's κ = .918). Statistical comparisons examined the coupling between approach, context, and pedagogy, and the relative emphasis on skill levels and tool adoption.

Implications for AI in Education

The review provides evidence-based guidance for using Game Based Learning and Gamification in Educational Robotics. It shows that GBL suits informal settings while gamification works well in formal classrooms and supports Project Based Learning, helping educators choose the right engagement strategy for their context. It connects to Computational Thinking, Programming Education, and both K 12 and Higher Ed robotics teaching, and highlights that robotics education emphasizes introductory programming and modular kits, with room for more advanced software adoption.

Limitations

As a systematic review, its conclusions depend on the quality and reporting of the 95 included studies; heterogeneous methods and outcome measures across studies complicate direct comparison. The 2014–2025 scope predates some recent advances in LLM-powered robotics education. The review focuses on GBL/gamification, so robotics education outside these approaches is not the focus.

Connected Concepts

Educational Robotics

Game Based Learning

Gamification

Project Based Learning

Computational Thinking

Programming Education

K 12

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Citation

Mubarrat, S. T., Shao, T., & Min, B.-C. (2026). Game-based and gamified robotics education: A comparative systematic review and design guidelines. arXiv:2601.22199. doi:10.1145/3772318.3791338.