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      Playing at the school table: Systematic literature review of board, tabletop, and other analog game-based learning approaches

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          Abstract

          The unique characteristics of games have led scientific research to increasingly focus on their potential role in learning processes. Currently, their effectiveness in fostering experiential learning and skill acquisition in several areas is already supported by the existing evidence, mainly about the potential of digital games. Paradoxically, the current post-digital era seems to have led to a growing popularity of analog games. The present Systematic Literature Review aimed to map the existing literature on the potential of board, tabletop, or other analog games in learning processes. It intended to systematize the contemporary state of the art (2012–2022) around the pedagogical role of these games, their effectiveness, the promoted learning outcomes, the methodological aspects of the interventions, the used games—including mechanics and other characteristics—and the current discussions around inclusion and accessibility in analog game-based learning. Adopting the PRISMA methodology, we searched ACM Digital Library, EBSCO, ERIC, Scopus—Elsevier, and Web of Science databases, as well as other peer-reviewed “grey literature” sources. The search resulted in an initial sample of 2,741 articles that was then screened by inclusion and exclusion criteria previously defined according to the research objectives. We obtained a final sample of 45 articles. To formulate the mapping of existing research, these studies were analyzed using a combination of statistical, content, and critical analysis procedures. The obtained results support the role of board, tabletop, and other analog games in educational contexts—based on their educational potential—with a broad range of knowledge, cognitive, and psychological outcomes. The study also emphasized the relevance of these games in the promotion of soft skills and other aspects typically associated with meaningful learning, such as engagement, satisfaction, flexibility, and freedom of experimentation. However, important limitations were found in a fair amount of the pedagogical approaches studied, which can be mostly attributed to the low prevalence of modern board games that relate what is intended to be learned to aspects of game design and have little to no consideration of accessibility and inclusion aspects in these studies.

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          Most cited references62

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          The PRISMA 2020 statement: an updated guideline for reporting systematic reviews

          The Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) statement, published in 2009, was designed to help systematic reviewers transparently report why the review was done, what the authors did, and what they found. Over the past decade, advances in systematic review methodology and terminology have necessitated an update to the guideline. The PRISMA 2020 statement replaces the 2009 statement and includes new reporting guidance that reflects advances in methods to identify, select, appraise, and synthesise studies. The structure and presentation of the items have been modified to facilitate implementation. In this article, we present the PRISMA 2020 27-item checklist, an expanded checklist that details reporting recommendations for each item, the PRISMA 2020 abstract checklist, and the revised flow diagrams for original and updated reviews.
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            At the Heart of It All: The Concept of Presence

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              Searching for grey literature for systematic reviews: challenges and benefits.

              There is ongoing interest in including grey literature in systematic reviews. Including grey literature can broaden the scope to more relevant studies, thereby providing a more complete view of available evidence. Searching for grey literature can be challenging despite greater access through the Internet, search engines and online bibliographic databases. There are a number of publications that list sources for finding grey literature in systematic reviews. However, there is scant information about how searches for grey literature are executed and how it is included in the review process. This level of detail is important to ensure that reviews follow explicit methodology to be systematic, transparent and reproducible. The purpose of this paper is to provide a detailed account of one systematic review team's experience in searching for grey literature and including it throughout the review. We provide a brief overview of grey literature before describing our search and review approach. We also discuss the benefits and challenges of including grey literature in our systematic review, as well as the strengths and limitations to our approach. Detailed information about incorporating grey literature in reviews is important in advancing methodology as review teams adapt and build upon the approaches described.
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                Author and article information

                Contributors
                Journal
                Front Psychol
                Front Psychol
                Front. Psychol.
                Frontiers in Psychology
                Frontiers Media S.A.
                1664-1078
                02 June 2023
                2023
                : 14
                : 1160591
                Affiliations
                [1] 1Lusófona University, CICANT , Lisbon, Portugal
                [2] 2LSBU, London Center for Business and Entrepreneurship Research , London, United Kingdom
                [3] 3Department of Peace Studies and International Development, University of Bradford , Bradford, United Kingdom
                [4] 4CITTA, Departamento de Engenharia Civil, Universidade de Coimbra , Coimbra, Portugal
                [5] 5HEI-Lab, Lusófona University , Lisbon, Portugal
                Author notes

                Edited by: Lobna Hassan, LUT University, Finland

                Reviewed by: Sabrina Bresciani, Polytechnic University of Milan, Italy; Venera-Mihaela Cojocariu, Vasile Alecsandri University of Bacau, Romania

                *Correspondence: Carla Sousa, carla.patricia.sousa@ 123456ulusofona.pt

                This article was submitted to Media Psychology, a section of the journal Frontiers in Psychology

                Article
                10.3389/fpsyg.2023.1160591
                10273683
                72c1f36f-734e-4249-80e6-87d72bde045a
                Copyright © 2023 Sousa, Rye, Sousa, Torres, Perim, Mansuklal and Ennami.

                This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

                History
                : 07 February 2023
                : 10 March 2023
                Page count
                Figures: 2, Tables: 7, Equations: 0, References: 74, Pages: 12, Words: 8720
                Funding
                Funded by: European Commission, doi 10.13039/501100000780;
                Award ID: 2020–1-UK01-KA203-079248
                Funded by: Fundação para a Ciência e para a Tecnologia (FCT)
                Award ID: UIDB/05260/2020
                Categories
                Psychology
                Review

                Clinical Psychology & Psychiatry
                board games,tabletop games,analog games,game-based learning,education,systematic literature review

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