Game based learning to support the implementation of deep learning in elementary school physical education: a systematic literature review

Abstract

Physical Education, Sports, and Health (PESH) learning in elementary schools requires instructional
approaches that promote meaningful learning, active engagement, and higher-order thinking skills. Game
Based Learning (GBL) offers potential to support these objectives; however, systematic evidence
regarding its contribution to deep learning in elementary school physical education remains limited. This
study aimed to identify research characteristics and publication trends and synthesize empirical evidence
on the contribution of GBL to deep learning implementation in elementary school physical education. A
Systematic Literature Review (SLR) was conducted following the PRISMA 2020 guidelines. Literature
searches were performed in Scopus, Google Scholar, and Garuda for studies published between 2020 and
2026. After applying predefined inclusion and exclusion criteria, ten studies were selected for analysis.
The findings indicate that GBL supports student engagement, learning motivation, critical thinking,
decision-making, creativity, collaboration, and fundamental movement skill development. The synthesis
also reveals conceptual alignment between GBL characteristics, including exploration, problem-solving,
reflection, collaboration, and contextual learning experiences, and the three dimensions of deep learning:
mindful, meaningful, and joyful learning. These findings suggest that GBL is a promising pedagogical
approach for supporting deep learning in elementary school physical education. Nevertheless, the strength
of this conclusion depends on the methodological quality and empirical evidence of the included studies.
Further research using rigorous experimental designs is needed to establish its effectiveness and clarify
its contribution to deep learning outcomes.