Abstract:
Serious video games provide a immersive learning environment for agriculture by simulating real-life challenges scenarios. However, empirical evidence of their effectiven...Show MoreMetadata
Abstract:
Serious video games provide a immersive learning environment for agriculture by simulating real-life challenges scenarios. However, empirical evidence of their effectiveness is sparse. This scoping review follows PRISMA-ScR guidelines to summarize literature on serious video games for agricultural learning, highlighting research trends and identifying gaps. We systematically searched nine prominent research databases for papers on serious video games for agriculture learning published between January 2000 and July 2022. Two independent reviewers conducted screening, data extraction, and synthesized the collected data using a narrative approach. The initial search identified 3,297 articles, of which 0.58% (n = 19) were included in the review. Most reviewed games were released in the last five years, with a predominant presence in the mobile platform. They commonly employed a simulation-based approach, featuring 2-D graphics and designed for single-player experiences. These games mainly target students, focusing on crop production and sustainable agriculture. Educational theories were often unspecified in the studies. Evaluation protocols primarily consisted of pilot studies, emphasizing user experience and knowledge enhancement. Positive outcomes, such as improved user experiences, knowledge, and attitude and behavior changes, were commonly observed in these studies. This study highlights advancements in using serious video games for agricultural learning over 20 years. However, it stresses the need for deeper exploration of game elements' impact on user experience and effectiveness. Creating games for underrepresented players and specific agricultural challenges is essential, as is enhancing theoretical foundations and learning approaches. Rigorous research designs are vital for assessing game effectiveness across short, medium, and long terms.
Published in: IEEE Transactions on Learning Technologies ( Volume: 17)
Funding Agency:

Centro de Investigación Científica y de Educación Superior de Ensenada, Unidad de Transferencia Tecnológica Tepic, Tepic, México
Ismael E. Espinosa-Curiel received the Ph.D. degree in computer science from the Center for Scientific Research and Higher Education in Ensenada (CICESE), Baja California, México, in 2013.
He is currently a Titular Researcher with the CICESE, Unidad de Transferencia Tecnológica Tepic CICESE-UT3), Tepic, Nayarit, Mexico. His main research interests include human–computer interaction, interactive systems, serious games, educ...Show More
Ismael E. Espinosa-Curiel received the Ph.D. degree in computer science from the Center for Scientific Research and Higher Education in Ensenada (CICESE), Baja California, México, in 2013.
He is currently a Titular Researcher with the CICESE, Unidad de Transferencia Tecnológica Tepic CICESE-UT3), Tepic, Nayarit, Mexico. His main research interests include human–computer interaction, interactive systems, serious games, educ...View more

Departamento de Sistemas y computación, Tecnológico Nacional de México/Instituto Tecnológico de Cd. Guzmán, Ciudad Guzmán, México
Carlos A. García de Alba-Chávez received the bachelor's degree in systems engineering and the master's degree in computer science from the Instituto Tecnológico de Ciudad Guzmán, Jalisco, Mexico, in 2020 and 2023, respectively.
His research interests include human–computer interaction, interactive systems, video games, serious games, and artificial intelligence.
Carlos A. García de Alba-Chávez received the bachelor's degree in systems engineering and the master's degree in computer science from the Instituto Tecnológico de Ciudad Guzmán, Jalisco, Mexico, in 2020 and 2023, respectively.
His research interests include human–computer interaction, interactive systems, video games, serious games, and artificial intelligence.View more

Centro de Investigación Científica y de Educación Superior de Ensenada, Unidad de Transferencia Tecnológica Tepic, Tepic, México
Ismael E. Espinosa-Curiel received the Ph.D. degree in computer science from the Center for Scientific Research and Higher Education in Ensenada (CICESE), Baja California, México, in 2013.
He is currently a Titular Researcher with the CICESE, Unidad de Transferencia Tecnológica Tepic CICESE-UT3), Tepic, Nayarit, Mexico. His main research interests include human–computer interaction, interactive systems, serious games, educational games, persuasive computing, and technology development.
Ismael E. Espinosa-Curiel received the Ph.D. degree in computer science from the Center for Scientific Research and Higher Education in Ensenada (CICESE), Baja California, México, in 2013.
He is currently a Titular Researcher with the CICESE, Unidad de Transferencia Tecnológica Tepic CICESE-UT3), Tepic, Nayarit, Mexico. His main research interests include human–computer interaction, interactive systems, serious games, educational games, persuasive computing, and technology development.View more

Departamento de Sistemas y computación, Tecnológico Nacional de México/Instituto Tecnológico de Cd. Guzmán, Ciudad Guzmán, México
Carlos A. García de Alba-Chávez received the bachelor's degree in systems engineering and the master's degree in computer science from the Instituto Tecnológico de Ciudad Guzmán, Jalisco, Mexico, in 2020 and 2023, respectively.
His research interests include human–computer interaction, interactive systems, video games, serious games, and artificial intelligence.
Carlos A. García de Alba-Chávez received the bachelor's degree in systems engineering and the master's degree in computer science from the Instituto Tecnológico de Ciudad Guzmán, Jalisco, Mexico, in 2020 and 2023, respectively.
His research interests include human–computer interaction, interactive systems, video games, serious games, and artificial intelligence.View more