2. The capability of VGs and SGs to engage and motivate subjects
3. Effectiveness of training with VGs and SGs for learning
4. Limitations of the selected empirical studies
4.1. The "control group" problem
4.2. Transfer of acquired knowledge skills
4.3. The various different types of SGs
5. What evidence suggests that SGs are effective for learning?
5.1. Subjects are engaged and motivated by the game makes them train for longer than with traditional materials and therefore makes a positive contribution to their progress (Annetta et al. 2009)
5.2. The results showed that the students in the experimental group not only considered the game-based application to be more attractive and more educationally effective, but also acquired more knowledge than the students in the control group.
5.3. Players are consequently more engaged in the learning process and learn more than they do using traditional teaching methods.
5.4. It is vital to achieve a compromise between stimulating ways of engaging the players through the features made available by the game and keeping their attention focused on learning. (Annetta et al. 2010)
6. Conclusion
6.1. We should avoid becoming overenthusiastic about the SGs that are currently flooding the market until their effectiveness for learning has been scientifically demonstrated.
6.2. However, this review also needs to stress the beneficial aspects of the development of SGs, which could prove to be the educational tools of the future.
6.3. Playing this type of game could constitute a support for learning when traditional teaching methods are too boring (Wrzesien & Raya 2010).
6.4. Annetta et al. (2009) suggest that they could provide a way of enhancing engagement and motivation in children with learning difficulties or attention disorders.
7. Methodology
8. Data collection and selection
9. Data Analysis
9.1. First, we analyzed the characteristics of the tested populations: number of subjects in the experimental group and in the control group, minimum and maximum ages of the subjects, and specific characteristics of the subjects.
9.2. We then analyzed the experimental methodology used in the studies: type of measures used in the pre-test and the post-test, duration of training with the game and type of VG or SG.
