Supporting Students' Reflection in Game-Based Science Learning: A Literature Review

Students' reflection on their gameplay is necessary for a meaningful game-based learning experience, especially in science education. This study reviewed the literature on the design and effects of students' reflection support in game-based science learning. Fourteen empirical and theoretical articles out of 131 identified articles from four databases were included after the searching and screening process. Findings revealed that reflection support varied in the support type (e.g., in-game prompts or instructor guidance), support triggered time (e.g., during or after gameplay), and response type (e.g., no response, written or spoken). Both in-game reflection prompts and instructor guided-reflection are promising in facilitating students' science learning, and the effects varied based on the design and implementation of the support. Implications on future studies and design of reflection support in game-based science learning are discussed.