Dağdemir V., San R., Karaduman H.
Cumhuriyet Uluslararası Eğitim Dergisi, cilt.15, sa.1, ss.773-797, 2026 (TRDizin)
Özet
Understanding the instructional potential and implementation dynamics of digital games in geography education holds critical importance within the contemporary educational technology literature. This systematic review synthesizes 36 studies published between 2016 and 2025 on digital game-based learning (DGBL) in geography, comprehensively examining pedagogical effectiveness, design principles, and implementation conditions. Following the PRISMA framework, data retrieved from Web of Science, Scopus, and EBSCOhost databases were analyzed using descriptive and thematic analysis methods. Findings indicate that academic interest is largely centered in Germany (25%), revealing a dominance of Global North-oriented knowledge production, with research primarily concentrated at the secondary education level. Within the literature—where quasi-experimental designs prevail—digital games were found to have potential positive effects on spatial reasoning, systems thinking, and environmental awareness. However, it is observed that this effectiveness is highly dependent on in-game "pedagogical scaffolding" and teacher-led "debriefing" processes. The research draws attention to ideological biases in commercial games and the inadequacy of standardized assessment tools in evaluating game-based outcomes. In conclusion, while the potential of DGBL to support educational equity in geography education is emphasized, the study suggests a need for next-generation research that is more inclusive, longitudinal, and centered on critical media literacy.