Enhancing Programming Education: A Systematic Review of Digital Game-Based Learning Trends

This systematic review identifies the distribution of articles from two databases (Web of Science and Scopus) using PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) 2020 guidelines. The PRISMA was used to ensure a rigorous and systematic approach in identifying, screening, and including relevant studies regarding Digital Game-Based Learning Trends (DGBL) in programming content, Game Design, and Learning Outcomes in programming education at the primary and secondary school levels. Rayyan AI was employed in this review for the preliminary screening of titles and abstracts. Ultimately, 39 studies met the eligibility criteria in the final Systematic Literature Review (SLR). This review identified five major thematic categories related to programming concepts and skills, eight significant game categories and genres, nine thematic clusters encompassing game mechanics, and four primary themes within learning domains. The review concludes that DGBL has demonstrated considerable potential in programming education, effectively enhancing computational thinking, problem-solving skills, and programming proficiency while fostering motivation and engagement. Additionally, this review identifies critical gaps, including the dominance of puzzle-based games over collaborative and immersive genres, the lack of a structured transition from block-based to text-based programming, and the absence of standardized assessment tools to measure the long-term impact on learning. These insights require further scrutiny in comparison with existing literature, theoretical frameworks, and pedagogical implications.