A Systematic Review on the Correlation between using Video Games as Instructional Strategies and Academic Success among Learners in Secondary Schools in Kenya

Abstract

Developing countries, including Kenya, are still making inroads in adopting technology in learning. Mainly, the Covid-19 pandemic led to the proliferation of technology integration in learning to salvage learning time at basic education levels. The increasing use of technology in education has enabled the adoption of multi-disciplinary approaches in instructional designs. In Kenya, educators are embracing innovative ideas, including using video games as instructional strategies in learning.

 This study investigates the efficiency of digital video games-based learning in promoting self-efficacy to improve academic achievement among learners at basic education levels. The systematic review gathered data from a credible Google Scholar online database and selected credible and reliable articles, especially peer-reviewed sources from high levels of evidence.

 The study's findings indicated a direct correlation between utilizing video games as instructional design and increased self-efficacy among learners.

Thus, the study findings will prove valuable to education stakeholders in Kenya, especially the KICD, in identifying instructional designs that can promote academic achievement in Kenya.