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SYSTEMATIC REVIEW article

Front. Educ.
Sec. Digital Education
Volume 9 - 2024 | doi: 10.3389/feduc.2024.1485098
This article is part of the Research Topic Cognitive Benefits of Technologies Applied to Learning in Education View all 18 articles

Video games and metacognition in the classroom for the development of 21st century skills: a systematic review.

Provisionally accepted
Mirian Checa Romero Mirian Checa Romero *José Miguel Jiménez Lozano José Miguel Jiménez Lozano
  • University of Alcalá, Alcalá de Henares, Spain

The final, formatted version of the article will be published soon.

    Game-based learning is a methodology that has gained importance in the world of education thanks to the benefits of implementing ICT in the classroom. Due to the intellectual and competence demand that some commercial video games promote, they can be very valuable tools to stimulate and promote metacognitive abilities in students. Therefore, the aim of this paper is to analyze the use of commercial video games in educational contexts and their impact on the development of metacognitive skills. For the analysis of the study, a systematic review of the literature was carried out following the PRISMA statement. Specialized databases such as Scopus, WoS, PsyInfo, Pubmed, Scielo and Eric were consulted, which helped to capture the essence of the problem between 2004 and 2024.The review was then carried out on ten selected articles. The results obtained show the following evidence: a) commercial video games, together with the use of metacognitive strategies, enrich academic and social aspects, as well as the metacognitive level, and b) commercial video games are as effective in promoting metacognition as other more traditional methodologies or tools. Finally, there is a need to rethink the implications of the use of video games in the classroom if we want students to acquire skills that will be essential to successfully respond to the demands and challenges of their academic and professional future.

    Keywords: Commercial Video Games, 21st Century Skills, metacognition, Systematic review, Education

    Received: 23 Aug 2024; Accepted: 20 Dec 2024.

    Copyright: © 2024 Checa Romero and Jiménez Lozano. 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) or licensor 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.

    * Correspondence: Mirian Checa Romero, University of Alcalá, Alcalá de Henares, Spain

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