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, Pedagogies and Teaching Strategies, 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.

What this means for practice

• Educators. Match the engagement strategy to the setting: use game-based learning for informal, club-style contexts and gamification for formal classrooms, since across the 95 reviewed studies GBL prevailed in informal settings while gamification dominated formal ones (p < .001).
• Educators. Pair gamification with project-based learning, the Pedagogies and Teaching Strategies it favored in formal classrooms (p = .009), when designing robotics units.
• Educators. Plan for introductory programming and modular kits, where most of the reviewed studies sit, and budget deliberate support if you intend to adopt advanced software, which only about 17% used.
• Instructional designers. Use the review's comparative design guidelines to choose between GBL and gamification for a given context and skill level rather than defaulting to the more familiar option.
• Instructional designers. Treat the approach–context–pedagogy coupling as a constraint: fix the learning context and the pedagogy it must support first, then choose the engagement strategy that fits both.

Limitations

• Evidence base. As a systematic review, its conclusions depend on the quality and reporting of the 95 included studies; heterogeneous methods and outcome measures across those studies complicate direct comparison.
• Search window. The 2014–2025 scope predates some recent advances in Large Language Models (LLMs)-powered robotics education.
• Scope. The review focuses on GBL and gamification, so robotics education outside those approaches is not covered.

Citation

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