How Game-Based Learning Accomodate Collaborative Problem Solving Skill in 21st Century Classrooms: A Systematic Literature Review Sella Ningsari Saifufi (a*), Farida Nurhasanah(b), Ikrar Pramudya (c)
a,b,c) Universitas Sebelas Maret
Jl. Ir. Sutami No.36, Jebres, Jebres, Surakarta, Central Java, Indonesia
*ningsari.sella[at]student.uns.ac.id
Abstract
Game-Based Learning (GBL) has gained increasing attention as a dynamic approach to foster 21st-century competencies, particularly collaborative problem solving (CPS). While GBL^s effectiveness in enhancing individual cognitive skills has been extensively documented, its specific impact on students^ CPS skills remains fragmented and underexplored. This study systematically reviews peer-reviewed articles published between 2015 and 2025 that investigate the influence of GBL on students^ ability to solve problems collaboratively. Following the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) framework, the review retrieved and screened 64 articles from the Scopus databases. After applying inclusion criteria focused on relevance, methodological rigor, and CPS-related outcomes, 20 studies were selected for in-depth analysis. Thematic synthesis revealed that GBL environments enhance CPS through three major pathways: promoting interactive communication, structuring cooperative task-solving scenarios, and facilitating shared decision-making processes. The findings underscore the potential of GBL to cultivate both social and cognitive dimensions of learning, offering valuable insights for educators designing collaborative learning experiences. This review contributes to a clearer understanding of how game-based pedagogies can be leveraged to strengthen CPS skills in diverse educational settings.
Keywords: Game-Based Learning, Collaborative Problem Solving
