Tren Penggunaan Game Edukatif Berbasis Website untuk Meningkatkan Hasil Belajar: A Systematic Literature Review (2021-2025)

Unsa Sabrina; Bambang Subali; Ellianawati; Decky Avrilianda

doi:10.55681/nusra.v7i3.6535

Authors

Unsa Sabrina Program Studi Magister Pendidikan Dasar, Sekolah Pascasarjana, Universitas Negeri Semarang
Bambang Subali Program Studi Magister Pendidikan Dasar, Sekolah Pascasarjana, Universitas Negeri Semarang
Ellianawati Program Studi Magister Pendidikan Dasar, Sekolah Pascasarjana, Universitas Negeri Semarang
Decky Avrilianda Program Studi Magister Pendidikan Dasar, Sekolah Pascasarjana, Universitas Negeri Semarang

DOI:

https://doi.org/10.55681/nusra.v7i3.6535

Keywords:

game edukatif, Web-Based, Learning Outcomes

Abstract

This study aims to examine bibliometric publication trends, platform characteristics, and and the impact of web-based educational games on student learning outcomes through a Systematic Literature Review (SLR). Adapting the PRISMA guidelines, this study selected 44 relevant articles from academic databases covering the period 2021–2025. Bibliometric mapping analysis using VOSviewer revealed a sharp upward trend in publications, peaking in 2025, with studies predominantly originating from Indonesia. Regarding platform characteristics, this study found that educators tend to utilise ready-to-use practical templates such as Wordwall. Meanwhile, custom development is frequently chosen to adapt complex materials such as science concept simulations (IPAS) and mathematical problem-solving. Empirically, the literature review confirms that the use of web-based educational games has a positive and significant impact on improving students’ cognitive learning outcomes and learning motivation. This improvement is driven by gamification elements, which have proven effective in transforming abstract concepts into concrete visualisations and interactive learning experiences. In conclusion, web-based educational games are highly effective as a primary pedagogical tool in creating an innovative, student-centred learning environment, and are recommended for structured integration into the primary school curriculum.

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