Main Article Content
Educational games have been proved to enhance students learning science. Many researchers have investigated the implementation game-based learning in the classroom and reviewed the trends or current development the game science learning in many review articles. However, the analysis of the development biology game still limited. Currently, the analysis review focuses on science game learning. The research aims to portray the current evidence of biology game from 2010 to 2019 based on Scopus database. There are 47 final papers examined in this review. The study focuses on the author nationality, journal, education level, research types, learning strategies, biology topics and research issue. We found that most of the author nationality and journal published from USA. The majority participants are high school students. The findings also revealed that the majority learning strategy is active learning. The dominant research type is quantitative. Further, there are various biology themes which are Cells and control; Genetics; Natural Selection and Genetic Modification; Health, Disease and the development of medicine; Plant structure and their functions; Animal Coordination, control and homeostasis, and Ecosystem and material cycles. The highest proportion is the Genetics theme. The study also indicates that the research issues mostly in cognitive domain for instance students understanding toward biology concepts. The implications and suggestions for further research resulting from these findings are discussed.
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