Video games and key competencies’ development in STEM areas: A systematic review

Alejandra Ramírez-Segado 1, Alicia Benarroch 1, Francisco Javier Carrillo-Rosúa 1, David Aguilera 1 *
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1 Department of Science Education, Faculty of Education Sciences, University of Granada, Granada, SPAIN
* Corresponding Author
EUR J SCI MATH ED, Volume 13, Issue 4, pp. 336-351. https://doi.org/10.30935/scimath/17409
Published: 10 November 2025
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ABSTRACT

The present study aims to review the state of the art regarding the use of video games (VGs) in science, technology, engineering, and mathematics (STEM) education and to analyse their implications for students’ competency development in STEM areas. A systematic review was conducted following the preferred reporting items for systematic reviews and meta-analyses guidelines, focusing on studies indexed in the Web of Science and Scopus databases between 2015 and 2024. The results indicate that most of the analysed VGs are specifically designed for educational purposes, are geared towards the teaching and learning of a STEM discipline and cater to all levels of cognitive complexity. Regarding the impact of VGs on competency development, their technical features appear to exert a greater influence than their pedagogical aspects. Finally, this study highlights the transformative potential of VGs in STEM education and underscores the need for further research to expand their applicability across different educational stages, examine the risks associated with their use, and ensure their sustainability and accessibility in diverse educational contexts.
Keywords: video games, STEM education, abilities, cognitive demands

CITATION

Ramírez-Segado, A., Benarroch, A., Carrillo-Rosúa, F. J., & Aguilera, D. (2025). Video games and key competencies’ development in STEM areas: A systematic review. European Journal of Science and Mathematics Education, 13(4), 336-351. https://doi.org/10.30935/scimath/17409

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