Videogames and learning in the university stage: a systematic review

Video games offer interactive educational opportunities in the field of Higher Education, contributing to the acquisition of knowledge and the development of skills. In this sense, this study aims to collect evidence from articles based on the didactic use of video games in this educational stage. To do this, the process of a systematic literature review has been rigorously followed following the standards of the PRISMA 2020 protocol. Specifically, this review is based on the analysis and selection of scientific articles that address the impact and use of video games in higher education in the last seven years with a final sample of 64 articles published in the Science Direct, Dialnet, Springer Link and Scopus databases during the period between 2016 and 2022. The findings obtained collect learning results generated with the use of video games and especially with serious games, in the field of Higher Education, the majority coming from studies carried out with students in the field of Social and Legal Sciences. At the same time, learning results related to the acquisition of knowledge are evidenced, followed by the promotion of motivation and involvement of the students with their learning process. For its part, the promotion of other learning generated with the use of video games at the university stage is notable, with studies that work on behavior change, cognitive and perceptual skills, physiological skills, and social and soft skills being inferior. Although the growth of research on the subject stands out, there are few studies in some branches of knowledge and a lack of research on the use of video games in the university context, which addresses the improvements that occur in the assimilation of knowledge of specific subjects and in the development of fundamental skills for the proper exercise of the profession.