Educational experiences with video games. A systematic review according to PRISMA (2020-2026)

Authors

DOI:

https://doi.org/10.58265/pulso.8950

Keywords:

Media literacy, Video games, Multimodal literacy, Game-based learning, Systematic review

Abstract

Technological advances have transformed education, and video games have become an instructional tool capable of promoting motivation, participation, and active learning. This study presents a systematic review following the PRISMA guidelines to analyse educational experiences that integrate video games into early childhood, primary, and secondary education. The SCOPUS, Web of Science and ERIC databases were consulted, and articles published between 2020 and 2026 that met the established inclusion criteria were selected. After the screening process, 16 eligible studies were identified. The results show that Spain leads scientific production in this area, with a greater number of experiences conducted in secondary education. The use of commercial video games for educational purposes predominates, especially in the areas of mathematics, history and science. The review also reveals a limited number of studies in early childhood education and a predominance of empirical studies employing cross-sectional research designs. In conclusion, although video games have significant potential to enrich teaching and learning processes, their integration into education remains limited, highlighting the need to promote teacher training and new lines of research.

Author Biographies

  • Rosario Salazar Ruiz, University of Granada
    María Rosario Salazar Ruiz is a lecturer on the University Teacher Training Programme (FPU) run by the Ministry of Science, Innovation and Universities, and is currently pursuing her research as a PhD student on the Education programme at the University of Granada. Her academic career focuses on teacher training, educational innovation and curriculum development. She holds a degree in Primary Education from the University of Granada and has completed a Master’s degree in Research and Innovation in Curriculum and Training at the same institution. She is currently supplementing her studies with a Master’s degree in Educational Technology at the International University of Andalusia and a Bachelor’s degree in Early Years Education at the International University of La Rioja. She has published several articles in scientific journals in the field of education and was the recipient of a collaborative research grant prior to joining the FPU programme. Her work is geared towards developing innovative proposals that integrate research, teaching practice and critical reflection on the curriculum.    
  • Rafael Marfil Carmona, University of Granada
    Rafael Marfil-Carmona holds a PhD in the Teaching of Visual Arts (2015) and in Audiovisual Communication and Advertising (2017) from the University of Granada. He holds a Bachelor’s degree in Audiovisual Communication from the University of Málaga and a Master’s degree in Visual Arts and Education. He is a tenured lecturer in the Faculty of Education and served as deputy head of the Department of the Teaching of Musical, Visual and Physical Expression until 2026. He is a member of, amongst other organisations, the Society for Arts Education (SEA), Grupo Comunicar, Icono 14 and the Euro-American Inter-University Network Alfamed, as well as a collaborator with the GICID research group at the University of Zaragoza and SMEMIU at the National Distance Education University (UNED). In his non-teaching professional career, he has worked since 1996 in the press, television and corporate communications. His research focuses on the analysis and teaching of the visual and audiovisual arts, as well as Media and Arts Education, photography, film, advertising, Audiovisual Narrative and Digital Culture. His website is Imaginado.es    
  • Jorge Juan Torrado Sánchez, University of Granada

    Jorge Juan Torrado Sánchez is an FPU research fellow at the Ministry of Science, Innovation and Universities and a PhD candidate on the Art and Education programme at the University of Granada. His work lies at the intersection of arts education, pedagogical innovation and social inclusion. He holds a degree in Primary Education with a specialisation in Special Needs Education from the University of Granada and has completed the inter-university Master’s degree in Arts and Education, run jointly by the Autonomous University of Barcelona and the University of Girona. He has undertaken placements in Honduras, participating in educational projects linked to the visual arts in contexts of social exclusion. His research activity includes scientific publications, book chapters and contributions to international conferences on cultural heritage, arts education, learning technologies and inclusive education. He also collaborates on national research projects focusing on methodologies based on the visual arts and heritage education. Recognised for his academic excellence in 2023, he focuses his work on critical educational practices that integrate creativity, culture and social commitment.

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Published

2026-09-14

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Avance - Núm. 49 (2026)

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Research and studies

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How to Cite

Salazar Ruiz, R., Marfil Carmona, R., & Torrado Sánchez, J. J. (2026). Educational experiences with video games. A systematic review according to PRISMA (2020-2026). Pulso. Revista De educación, 49, 1-20. https://doi.org/10.58265/pulso.8950