PDF

Published

2023-05-08

Issue

Vol. 7 No. 2 (2022)

Section

Review Articles

License

The journal adopts the Attribution-NonCommercial 4.0 International (CC BY-NC 4.0), which means that anyone can reuse and redistribute the materials for non-commercial purposes as long as you follow the license terms and the original source is properly cited.

Author(s) shall retain the copyright of their work and grant the Journal/Publisher rights for the first publication with the work concurrently licensed since 2023 Vol.8 No.2.

Under this license, author(s) will allow third parties to download, reuse, reprint, modify, distribute and/or copy the content under the condition that the authors are given credit. No permission is required from the authors or the publisher.

This broad license intends to facilitate free access, as well as the unrestricted use of original works of all types. This ensures that the published work is freely and openly available in perpetuity.

By providing open access, the following benefits are brought about:

  • Higher Visibility, Availability and Citations-free and unlimited accessibility of the publication over the internet without any restrictions increases citation of the article.
  • Ease of search-publications are easily searchable in search engines and indexing databases.
  • Rapid Publication – accepted papers are immediately published online.
  • Available for free download immediately after publication at https://esp.as-pub.com/index.php/ESP

 

Copyright Statement

1.The authors certify that the submitted manuscripts are original works, do not infringe the rights of others, are free from academic misconduct and confidentiality issues, and that there are no disputes over the authorship scheme of the collaborative articles. In case of infringement, academic misconduct and confidentiality issues, as well as disputes over the authorship scheme, all responsibilities will be borne by the authors.

2. The author agrees to grant the Editorial Office of Environment and Social Psychology a licence to use the reproduction right, distribution right, information network dissemination right, performance right, translation right, and compilation right of the submitted manuscript, including the work as a whole, as well as the diagrams, tables, abstracts, and any other parts that can be extracted from the work and used in accordance with the characteristics of the journal. The Editorial Board of Environment and Social Psychology has the right to use and sub-licence the above mentioned works for wide dissemination in print, electronic and online versions, and, in accordance with the characteristics of the periodical, for the period of legal protection of the property right of the copyright in the work, and for the territorial scope of the work throughout the world.

3. The authors are entitled to the copyright of their works under the relevant laws of Singapore, provided that they do not exercise their rights in a manner prejudicial to the interests of the Journal.

About Licence

Environment and Social Psychology is an open access journal and all published work is available under the Creative Commons Licence, Authors shall retain copyright of their work and grant the journal/publisher the right of first publication, and their work shall be licensed under the Attribution-NonCommercial 4.0 International (CC BY-NC 4.0).

Under this licence, the author grants permission to third parties to download, reuse, reprint, modify, distribute and/or copy the content with attribution to the author. No permission from the author or publisher is required.

This broad licence is intended to facilitate free access to and unrestricted use of original works of all kinds. This ensures that published works remain free and accessible in perpetuity. Submitted manuscripts, once accepted, are immediately available to the public and permanently accessible free of charge on the journal’s official website (https://esp.as-pub.com/index.php/ESP). Allowing users to read, download, copy, print, search for or link to the full text of the article, or use it for other legal purposes. However, the use of the work must retain the author's signature, be limited to non-commercial purposes, and not be interpretative.

Click to download <Agreement on the Licence for the Use of Copyright on Environmental and Social Psychology>.

How to Cite

Achab Moukram, Y., Manzano-León, A., Rodríguez-Ferrer, J. M., Rodríguez-Moreno, J., & Aguilar-Parra, J. M. (2023). A Systematic Review of Gamification as a Playful Strategy to Prevent Bullying. Environment and Social Psychology, 7(2). https://doi.org/10.18063/esp.v7.i2.1566

A Systematic Review of Gamification as a Playful Strategy to Prevent Bullying

Yosra Achab Moukram

University of Jaén

Ana Manzano-León

University of Almería

José M. Rodríguez-Ferrer

University of Jaén

Javier Rodríguez-Moreno

University of Jaén

José M. Aguilar-Parra

University of Almería


DOI: https://doi.org/10.18063/esp.v7.i2.1566


Keywords: Systematic review, Gamification, Serious game, Bullying, Prevention

Abstract

Playful learning is an educational method in which students experience fun and curiosity in an active context that is meaningful to them. Game-based learning, serious games, and gamification can be highlighted here. The purpose of this study is to conduct a systematic review of studies that have used gamified resources as a game-based strategy for bullying prevention. For this study, a search of several databases (Scopus, PubMed, Web of Science, and Dialnet) was conducted. 606 studies were collected, of which 12 scientific studies were selected. Playful strategies are effective in identifying and processing different variables related to bullying. The use of playful strategies in the classroom has many benefits and several studies confirm that it is an effective method for raising awareness and preventing bullying.

References

[1]. Hassinger-Das B, Toub TS, Zosh JM, et al. More than Just Fun: A Place for Games in Playful Learning. Journal for the Study of Education and Development 2017; 40(2): 191-218. https://doi.org/10.1080/02103702.2017.1292684.

[2]. Cornellà P, Estebanell M, Brusi D. Gamificación y Aprendizaje Basado en Juegos. Consideraciones Generales y Algunos Ejemplos para la Enseñanza de la Geología (Gamification and Game-Based Learning. General Considerations and Examples for Teaching Geology). Enseñanza de las Ciencias de la Tierra 2020; 28(1): 5-19.

[3]. Al-Azawi R, Al-Faliti F, Al-Blushi M. Educational Gamification Vs. Game Based Learning: Comparative Study. International Journal of Innovation, Management and Technology 2016; 7(4): 131-136. http://dx.doi.org/10.18178/ijimt.2016.7.4.659.

[4]. Karakoç B, Eryilmaz K, Turan Özpolat E, Yildirim I. The Effect of Game‑Based Learning on Student Achievement: A Meta‑Analysis Study. Technology, Knowledge and Learning 2020; 27: 207-222. https://doi.org/10.1007/s10758-020-09471-5.

[5]. Stefan L, Moldoveanu F. Game-Based Learning with Augmented Reality—From Technology’s Affordances to Game Design and Educational Scenarios. In: The 9th International Scientific Conference eLearning and software for Education; 25-26, Apr, 2013; Bucharest. Bucharest: “Carol I” National Defence University; 2013.

[6]. Ge X, Ifenthaler D. Designing Engaging Educational Games and Assessing Engagement in Game-Based Learning. In: Zheng R, Gardner M (editors). Handbook of Research on Serious Games for Educational Applications. Hershey, PA: IGI Global; 2017. p. 253-270. https://doi.org/10.4018/978-1-5225-0513-6.ch012.

[7]. Vidal-Carulla C, Christodoulakis N, Adbo K. Development of Preschool Children’s Executive Functions throughout a Play-Based Learning Approach that Embeds Science Concepts. International Journal of Environmental Research and Public Health 2021; 18(2): 588. https://doi.org/10.3390/ijerph18020588.

[8]. Backlund P, Hendrix M. Educational Games—Are They Worth the Effort? A Literature Survey of the Effectiveness of Serious Games. In: 5th International Conference on Games and Virtual Worlds for Serious Applications (VS-GAMES); 11-12, Sep, 2013; Poole, UK. New York: IEEE; 2013. p. 1-8. https://doi.org/10.1109/VS-GAMES.2013.6624226.

[9]. López Raventós C. El Videojuego como Herramienta Educativa. Posibilidades y Problemáticas acerca de los Serious Games (The Video Game as an Educational Tool. Possibilities and Problems about Serious Games). Apertura, Revista de Innovación Educativa 2016; 8(1): 1-15.

[10]. Calderón A, Ruiz M. A Systematic Literature Review on Serious Games Evaluation: An Application to Software Project Management. Computers & Education 2015; 87: 396-422. https://doi.org/10.1016/j.compedu.2015.07.011.

[11]. Lamb RL, Annetta L, Firestone J, Etopio E. A Meta-Analysis with Examination of Moderators of Student Cognition, Affect, and Learning Outcomes while Using Serious Educational Games, Serious Games, and Simulations. Computers in Human Behavior 2018; 80: 158-167. https://doi.org/10.1016/j.chb.2017.10.040.

[12]. Shi Y, Shih J. Game Factors and Game-Based Learning Design Model. International Journal of Computer Games Technology 2015; 2015: 549684. http://dx.doi.org/10.1155/2015/549684.

[13]. Almeida F. Adoption of a Serious Game in the Developing of Emotional Intelligence Skills. European Journal of Investigation in Health, Psychology and Education 2020; 10(1): 30-43. https://doi.org/10.3390/ejihpe10010004.

[14]. Papanastasiou G, Drigas A, Skianis C, Lytras M. Serious Games in K-12 Education: Benefits and Impacts on Students with Attention, Memory and Developmental Disabilities. Program: Electronic Library and Information Systems 2017; 51(4): 424-440. http://dx.doi.org/10.1108/PROG-02-2016-0020.

[15]. Lara F. Videojuegos para el Cambio Social (Video Games for Social Change). Revista Mexicana de Bachillerato a Distancia 2013; 5(9). https://doi.org/10.22201/cuaed.20074751e.2013.9.43895.

[16]. Laamarti F, Eid M, Saddik A. An Overview of Serious Games. International Journal of Computer Games Technology 2014; 2014: 1-15. https://doi.org/10.1155/2014/358152.

[17]. Deterding S, Khaled R, Nacke L, Dixon D. Gamification: Toward a Definition. In: Proceedings of the 2011 Annual Conference Extended Abstracts on Human Factors in Computing Systems; 7-12, May, 2011; Vancouver, BC, Canada. New York: ACM; 2011.

[18]. Ortiz-Colón AM, Jordán J, Agredal M. Gamificación en Educación: Una Panorámica Sobre el Estado de la Cuestión (Gamification in Education: An Overview on the State of the Art). Educação e Pesquisa 2018; 44: e173773. https://doi.org/10.1590/S1678-4634201844173773.

[19]. Quintero LE, Jiménez F, Area M. Más allá del Libro de Texto. La Gamificación Mediada con TIC como Alternativa de Innovación en Educación Física (Beyond the Textbook. Gamification through ITC as an Innovative Alternative in Physical Education). Retos 2018; 34: 343-348. https://doi.org/10.47197/retos.v0i34.65514.

[20]. Mora-González J, Pérez-López IJ, Delgado-Fernández M. The “$in TIME” Gamification Project: Using a Mobile App to Improve Cardiorespiratory Fitness Levels of College Students. Games for Health Journal 2020; 9(1): 37-44. https://doi.org/10.1089/g4h.2019.0001.

[21]. Werbach K, Hunter D. For the Win: How Game Thinking Can Revolutionize Your Business. Pennsylvania: Wharton Digital Press; 2012.

[22]. Oliva HA. La Gamificación como Estrategia Metodológica en el Contexto Educativo Universitario (The Gamification as a Methodological Strategy in the University Educational Context). Realidad y Reflexión 2016; 44: 29-47. https://doi.org/10.5377/ryr.v44i0.3563.

[23]. Dichev C, Dicheva D. Gamifying Education: What Is Known, What Is Believed and What Remains Uncertain: A Critical Review. International Journal of Educational Technology in Higher Education 2017; 14(9): 1-36. https://doi.org/10.1186/s41239-017-0042-5.

[24]. Ivanovna-Volkova I. Four Pillars of Gamification. Middle-East Journal of Scientific Research 2013; 13: 149-152. http://dx.doi.org/10.5829/idosi.mejsr.2013.13.sesh.1427.

[25]. Hamari J, Koivisto J. Social Motivations to Use Gamification: An Empirical Study of Gamifying Exercise. ECIS 2013 Completed Research 2013; 105.

[26]. Ardila-Muño JY. Supuestos Teóricos para la Gamificación de la Educación Superior (Theoretical Assumptions for the Gamification in the Higher Education). Magis, Revista Internacional de Investigación en Educación 2019; 12(24): 71-84. https://doi.org/10.11144/Javeriana.m12-24.stge.

[27]. Mendoza J, Fernández C. La Gamificación como Herramienta de Modificación de la Conducta (The Tool as Gamification Behavior Modification). In: Ponencia presentada en I Congreso Internacional de Investigación en Educación y II Jornadas Divulgativa de Producción Intelectual de Profesores e Investigadores; 27, Mar, 2016; Venezuela. Carabobo: Universidad de Carabobo; 2016. p. 1-9.

[28]. Bodnar CA, Anastasio D, Enszer JA, Burkey DD. Engineers at Play: Games as Teaching Tools for Undergraduate Engineering Students. Journal of Engineering Education 2016; 105(1): 147-200. https://doi.org/10.1002/jee.20106.

[29]. Del Rey R, Ortega R. Programas para la Prevención de la Violencia Escolar en España: La Respuesta de las Comunidades Autónomas (Programs for the Prevention of School Violence in Spain: The Response of the Autonomous Communities). Revista Interuniversitaria de Formación del Profesorado 2001; (41): 133-145.

[30]. Cabezas-Pizarro H, Monge-Rodríguez M. Violencia Escolar, un Problema que Aumenta en la Escuela Primaria Costarricense (School Violence, an Increasing Problem in Costarrican Elementary Schools). Revista Electrónica “Actualidades Investigativas en Educación” 2013; 13(2): 1-20.

[31]. Cerezo F. Bullying: Análisis de la Situación en las Aulas Españolas (Bullying: Analysis of the Situation in Spanish Classrooms). International Journal of Psychology and Psychological Therapy 2009; 9(3): 383-394.

[32]. Horna-Calderón V. Un Estudio Cualitativo sobre Convivencia Escolar: El Bullying desde la Perspectiva de las Víctimas (A Qualitative Study on School Coexistence: Bullying from the Perspective of Victims). Revista Con Ciencia EPG 2017; 2(2): 46-56. https://doi.org/10.32654/CONCIENCIAEPG.2-2.4.

[33]. Calvo-Morata A, Alonso-Fernández C, Freire M, et al. Serious Games to Prevent and Detect Bullying and Cyberbullying: A Systematic Serious Games and Literature Review. Computers & Education 2020; 157: 103958. https://doi.org/10.1016/j.compedu.2020.103958.

[34]. Prieto-Andreu JM. Una Revisión Sistemática sobre Gamificación, Motivación y Aprendizaje en Universitarios (A Systematic Review about Gamification, Motivation and Learning in High School). Teoría de la Educación. Revista Interuniversitaria 2020; 32(1): 73-99. http://dx.doi.org/10.14201/teri.20625.

[35]. Navarro-Mateos C, Pérez-López IJ, Femia-Marzo P. La Gamificación en el Ámbito Educativo Español: Revisión Sistemática (Gamification in the Spanish Educational Field: A Systematic Review). Retos 2021; 42: 507-516. https://doi.org/10.47197/retos.v42i0.87384.

[36]. Manzano-León A, Camacho-Lazarraga P, Guerrero MA, et al. Between Level Up and Game Over: A Systematic Literature Review of Gamification in Education. Sustainability 2021; 13(4): 2247. https://doi.org/10.3390/su13042247.

[37]. Prieto-Andreu JM, Gómez-Escalonilla-Torrijos JD, Said-Hung E. Gamification, Motivation, and Performance in Education: A Systematic Review. Revista Electrónica Educare 2022; 26(1): 1-23. http://doi.org/10.15359/ree.26-1.14.

[38]. Min A, Min H, Kim S. Effectiveness of Serious Games in Nurse Education: A Systematic Review. Nurse Education Today 2022; 108: 105178. https://doi.org/10.1016/j.nedt.2021.105178.

[39]. Boyle EA, Haineyb T, Connollyb TM, et al. An Update to the Systematic Literature Review of Empirical Evidence of the Impacts and Outcomes of Computer Games and Serious Games. Computers & Education 2016; 94: 178-192. https://doi.org/10.1016/j.compedu.2015.11.003.

[40]. Nocentini A, Zambuto V, Menesini E. Anti-Bullying Programs and Information and Communication Technologies (ICTs): A Systematic Review. Aggression and Violent Behavior 2015; 23: 52-60. http://dx.doi.org/10.1016/j.avb.2015.05.012.

[41]. Kim J, Castelli DM. Effects of Gamification on Behavioral Change in Education: A Meta-Analysis. International Journal Environmental Research and Public Health 2021; 18(7): 3550. https://doi.org/10.3390/ijerph18073550.

[42]. Liberati A, Altman DG, Tetzlaff J, et al. The PRISMA Statement for Reporting Systematic Reviews and Meta-Analyses of Studies that Evaluate Health Care Interventions: Explanation and Elaboration. Journal of Clinical Epidemiology 2009; 62(10): E1-E34. https://doi.org/10.1016/j.jclinepi.2009.06.006.

[43]. Garaigordobil M, Martínez-Valderrey V. Technological Resources to Prevent Cyberbullying During Adolescence: The Cyberprogram 2.0 Program and the Cooperative Cybereduca 2.0 Videogame. Frontiers in Psychology 2018; 9: 745. https://doi.org/10.3389/fpsyg.2018.00745

[44]. Filella G, Cabello E, Pérez-Escoda N, Ros-Morente A. Evaluation of the Emotional Education Program “Happy 8-12” for the Assertive Resolution of Conflicts among Peers. Electronic Journal of Research in Educational Psychology 2016; 14(3): 582-601. http://dx.doi.org/10.14204/ejrep.40.15164.

[45]. Calvo-Morata A, Alonso-Fernández C, Freire M, et al. Creating Awareness on Bullying and Cyberbullying among Young People: Validating the Effectiveness and Design of the Serious Game Conectado. Telematics and Informatics 2021; 60: 101568. https://doi.org/10.1016/j.tele.2021.101568.

[46]. Rončević Zubković B, Kolić-Vehovec S, Smojver-Ažić S, et al. The Role of Experience During Playing Bullying Prevention Serious Game: Effects on Knowledge and Compassion. Behaviour & Information Technology 2022; 41(2): 401-415. https://doi.org/10.1080/0144929X.2020.1813332.

[47]. Sánchez R, Brown E, Kocher K, DeRosier M. Improving Children’s Mental Health with a Digital Social Skills Development Game: A Randomized Controlled Efficacy Trial of Adventures aboard the S.S. GRIN. Games for Health Journal 2017; 6(1): 19-27. https://doi.org/10.1089/g4h.2015.0108.

[48]. Nieh HP, Wu WC. Effects of a Collaborative Board Game on Bullying Intervention: A Group-Randomized Controlled Trial. Journal of School Health 2018; 88(10): 725-733. https://doi.org/10.1111/josh.1267.5.

[49]. Álvarez-Bermejo JA, Belmonte-Ureña LJ, Martos-Martínez A, et al. System to Detect Racial-Based Bullying through Gamification. Frontiers in Psychology 2016; 7: 1791. https://doi.org/10.3389/fpsyg.2016.01791.

[50]. Ros-Morente A, Farré M, Quesada-Pallarès C, Filella G. Evaluation of Happy Sport, an Emotional Education Program for Assertive Conflict Resolution in Sports. International Journal of Environmental Research and Public Health, 2022; 19(5): 2596. https://doi.org/10.3390/ijerph19052596.

[51]. Kolić-Vehovec S, Smojver-Ažić S, Martinac Dorčić T, Rončević Zubković B. Evaluation of Serious Game for Changing Students’ Behaviour in Bullying Situation. Journal of Computer Assisted Learning 2020; 36(3): 323-334. https://doi.org/10.1111/jcal.12402.

[52]. Yang A, Salmivalli C. Effectiveness of the KiVa Antibullying Programme on Bully-Victims, Bullies and Victims. Educational Research 2015; 57: 80-90. http://dx.doi.org/10.1080/00131881.2014.983724.

[53]. Raminhos C, Cláudio AP, Carmo MB, et al. A Serious Game-Based Solution to Prevent Bullying. International Journal of Pervasive Computing and Communications 2016; 12(2): 194-215. http://dx.doi.org/10.1108/IJPCC-04-2016-0022.

[54]. Valenzuela D, Turunen T, Gana S, et al. Effectiveness of the KiVa Antibullying Program with and without the Online Game in Chile: A Three-Arm Cluster Randomized Controlled Trial. Prevention Science 2022; 23: 1470-1482. https://doi.org/10.1007/s11121-022-01379-z.



21 Woodlands Close #02-10 Primz Bizhub Singapore 737854

Email:editorial_office@as-pub.com