Gamified interventions for refugee children in primary education: A scoping study Katerina Bizota1, Maria Papadopoulou1 1Aristotle University of Thessaloniki, Aristotle University Campus, 54124, Thessaloniki, Greece Abstract By the end of 2022, UNICEF reported a staggering figure of 45 million displaced children worldwide. A significant proportion of these children encounter obstacles in accessing and attaining quality education, particularly in the context of enriching learning opportunities in a second language. Gamification of learning is a design process that can augment an existing educational context by incorporating game elements. To grasp the nature and the full potential of gamification in language learning, a scoping study was applied to detect gamified interventions that were designed for refugee students aged 6-12 years old and implemented in various formal and informal environments. Research papers were selected and supplemented by web searches to trace online reports and relevant projects for refugees. In total, twenty-six (26) interventions were selected for the coding process. The findings were organized in a narrative synthesis of emerging learning practices that respond to several gamified perspectives relating to the needs and characteristics of the target population. The final section of the paper outlines lessons learned to inform practitioners on how to leverage gamification for future learning initiatives in various refugee settings. Keywords Gamification, language learning, refugee, primary education, scoping study1 considered a design process that aims to enhance 1. Introduction learning and instruction by incorporating game elements [3, 4]. Regarding refugee-related research, Amidst the ongoing emergence of global crises (e.g. gamification is still an emerging theme with various conflicts, natural disasters), an estimated 45 million applications and techniques interrelated to the “game” children hailing from diverse cultural and linguistic concept. Thus, extensive research in this area is backgrounds were displaced by the end of 2022 necessary to understand the nature of this approach seeking refuge in neighboring countries like Turkey on the specific population and enable the and Pakistan, as well as European nations, such as implementation of appropriate gamified interventions Germany [1]. As a result, schools are being aimed at refugee communities. Thus, the purpose of transformed into multicultural environments with the this research is to ascertain which gamified features commitment to uphold the right of an inclusive quality can affect language learning for displaced students and education for all children. Nevertheless, identify the key research priorities in gamification to approximately half of all school-age refugee children advance practice for children with a refugee either remain excluded from educational biography. opportunities or face the imminent risk of discontinuing their academic pursuits at various stages [2]. This new reality mandates a pedagogical 2. Refugee education 2.0 change to better serve these communities through innovative practices that provide new pathways to re- While in wealthier countries enrollment levels have construct traditional forms of learning and teaching demonstrated a considerable improvement, around according to their needs. half of all school-age refugee children globally are In this regard, gamified learning approaches could estimated to be out of school [2]. Either living in a be applied in education to augment or alter existing conflict-affected developing country or a developed learning processes [3]. Gamification is defined as “the country with fluctuating education enrollment, the use of game design elements in non-game contexts” (p. refugee group represents a heterogeneous population 9) [4]. In the educational context, gamification is with high capabilities that need to be harnessed. 8th International GamiFIN Conference 2024 (GamiFIN 2024), April 2- 5, 2024, Ruka, Finland mpizotaa@nured.auth.gr (K. Bizota) mpapadopoulou@nured.auth.gr (M. Papadopoulou) 0009-0001-7641-6884 (K. Bizota); 0000-0001-5167-7562 (M. Papadopoulou) © 2024 Copyright for this paper by its authors. The use permitted under Creative Commons License Attribution 4.0 International (CC BY 4.0). CEUR Workshop Proceedings (CEUR-WS.org) CEUR ceur-ws.org Workshop ISSN 1613-0073 Proceedings 55 Nevertheless, research is scarce regarding innovative connectedness, while gamified applications and practices for children affected by emergencies [5]. platforms can be utilized as additional material in such As a starting point, language barriers have been context. detected as the main hindrance to the integration of refugee children and the main reason for dropping out in the middle of the school year, regardless of the 3. Gamification and the refugee transit position refugee populations live in [5]. Thus, it is more concise to talk about an out-of-school group, population almost “invisible” to the host country. A social Research on gamification of learning has increased presence practice that could be adjusted to the needs steadily during the last decade [16, 17]. Recent meta- of students in the learning space, offline or online, is analyses have revealed positive effects on students’ what might surpass the educational boundaries and affective, motivational, and behavioral learning offer a more sustainable solution. According to outcomes, affirming the efficacy of various Castaño-Muñoz et al. [6], the use of technological gamification design elements [18, 19]. However, as it is applications can facilitate integration and language indicated from literature, there is a dearth of studies learning, providing collaborative opportunities and that precisely identify the specific game elements or guided learning. Towards this direction, digital combinations thereof that exert influence on learning technologies have the practical advantage to outcomes [17, 19]. incorporate different languages, a feature that can Concerning pointification elements like points, support students’ need to interact and communicate, badges, and leaderboards (PBL), which are considered negotiate meaning as well as access academic content the most prominent features of gamification, recent in their home language(s) [7]. Tauson and Stannard [8] findings showed no discernible differences in affective critically reviewed Edtech projects in humanitarian or behavioral outcomes [18]. Literature suggests a settings, concluding that despite the lack of research shift in the focus of empirical gamification studies and evidence in the field, digital technologies can improve practices beyond mere pointification. Various other learning outcomes only if they are responsive to game elements, including quests, levels, storyline, students’ needs and contextually appropriate. personalization, feedback, and collaboration, among Subsequently, several studies have harnessed the full others [16] could be operationalized in a gamified potential of the digital era. Digital storytelling [9] and learning environment. However, the impact of some multilingual apps, like Scribjab [10], have been tested gamification design features, such as on school-age refugees. Likewise, virtual reality (VR) narrative/storytelling, and personalization, remains and augmented reality (AR) have been leveraged for inconclusive and necessitates further empirical refugee children in emergencies to increase their studies for a more comprehensive understanding of exposure and “presence” to the world [11]. their potential impact [19, 20]. Consequently, the Moreover, Game-Based Learning (GBL) is application of gamification in education currently becoming a prominent research field with the advent lacks a conclusive evidence regarding the overall of serious games in education. Pedagogically rich impact of gamification and, more specifically, the educational apps for refugee children have been influence of different gamification design elements released or are currently under development [12]. under varying conditions [17]. However, according to UNESCO [5], high-quality apps As gamification evolves towards a more advanced can assist Second Language Acquisition (SLA) only if stage, there is a pressing need for rigorous research they are integrated into a formal digital course as the tailored to specific target groups and contexts. In the main classroom ecology or if they serve as current study, gamification is defined as a design supplemented learning materials in an overall process that aims to change and improve existing gamified approach. In the same vein, Hagerman’s [13] instruction by incorporating game design elements critical review of literacy interventions showed that [4]. It is important to note that while GBL and serious educational innovation has shifted to fixed games are also utilized in educational settings, they interventions with gamified elements for young differ substantially from gamification in terms of their learners with a refugee background. However, he inherent nature and primary focus. Serious games pointed out that greater gains may be expected from involve the creation and development of fully-fledged open interventions that gamify the context, emphasize games expressly designed for educational or training peer-to-peer collaboration, recognize the dynamic role purposes [4], whereas game-based learning serves as of the teacher, and include more opportunities for the overarching framework within which these children to interact with diverse digital literacy serious games are applied [21]. Clarity in practices. distinguishing these concepts is essential for a more It could be concluded that research projects of precise understanding and application of gamification educational technology in displacement have started in various educational contexts. to emerge with an inclination toward GBL [14] as In the field of SLA, the systematic literature review several digital applications have been developed, of Dehghanzadeh et al. [22] verified that gamified aiming at language learning in a gamified form [15]. If English as a Second Language (ESL) classes can deliver we consider the relative increase of the refugee transit an engaging and lucid experience, and at the same time zone, we can understand this approach as the only way impact language learning. Nevertheless, there is a to keep learning on the move. Nevertheless, our scarcity of studies focusing on language learning standpoint is that gamification as an open intervention among the refugee population, with the majority of is more beneficial for refugee students because the research concentrating on secondary education [9]. emphasis should be on the human aspect and the social 56 There is a lack of gamified interventions designed for Furthermore, in order to become aware of the overall children with refugee experience, tailored to specific state of the research field we decided to include educational levels and disciplines. It seems necessary projects that were launched recently by various to consider the effectiveness of gamification in various organizations without a documented quality socio-cultural environments as that aspect is only assessment since that is not a remit of the scoping superficially addressed in the current state of the study. Moreover, articles published on non-specialized literature [19, 23]. web pages, as well as doctoral theses, among others, were included. The research did not impose any restrictions on the geographical area of research, or 4. Methodology: the scoping the academic content (i.e., Language and study Mathematics). This inclusive approach was adopted since studied material is typically delivered in the languages of host countries, necessitating an In the present study, the nature of gamification in interdisciplinary perspective involving multiple refugee education is examined as the field has not been disciplines collaboratively supporting language reviewed on an excessive scale before. A scoping study learning. Our priority was to exclude gamification methodology was employed to map gamified studies referring to ESL in the SLA field that had no interventions produced for and/or with refugee relevance to the refugee population. As Gürsoy and students. In particular, a scoping study could provide Ertaşoğlu [26] stated, if researchers tend to focus only in-depth coverage of emerging fields rather than on ESL, the invisibility of refugees in national assess the quality of pre-existing studies [24]. educational policy agendas will be perpetuated. According to Levac et al. [25], a scoping study is defined as a process of synthesizing a range of Table 1 evidence to convey the nature and full scope of a field. The inclusion and exclusion criteria For this purpose, Arksey and O'Malley [24] provided the following step-by-step approach: 1) identifying the Inclusion criteria Exclusion criteria research question; 2) identifying relevant studies, in The intervention should The aim of the multiple ways; 3) study selection, inclusion and be targeted at the intervention was not exclusion criteria; 4) charting the data; 5) collating, refugee population targeted to refugee summarizing, and reporting the results; and 6) a populations consultation exercise, an optional step involving key Bi/multilingual Secondary and tertiary stakeholders to inform and validate study findings, elementary students aged education studies which is not included in the given study. 6-12 The scope of the study is to review existing Formal and non-formal Studies that focus only research evidence and identify the game elements that education on cultural awareness need to be taken into account when designing a The intervention should The study does not gamified intervention for language learning. Thus, the be based on or assisted include game design research questions are: by game elements elements • RQ1. What types of gamified interventions The study is not written were produced for and/or with refugee Grey literature in English or Greek elementary students? • RQ2. Which gamified features affect language learning? 4.2. Study selection • RQ3. What is the impact of those interventions on the specific population? Studies were selected from six electronic databases To answer the research questions, a search (BASE, Taylor and Francis Online, ERIC, Google strategy was adopted that involved the utilization of Scholar, IEEExplore, and Semantic Scholar). different sources: a) electronic databases, b) reference Additionally, the search was extended to include web lists, and c) hand-searching for web projects. Preferred searches to ensure a thorough and inclusive Reporting Items for Systematic Reviews and Meta- exploration of the available literature. Several Boolean Analyses guidelines (PRISMA) were utilized to identify operators were employed to cover a large area of primary studies on specific electronic databases. studies, as shown in Table 4 detailed in the Appendix. The search strategy prioritized a combination of keywords related to “gamification”, “refugee”, and 4.1. Inclusion and exclusion “education”. Regarding the keyword “refugee”, criteria “newcomer” was selected as an alternative, not “migrant”, as the latter is not precisely connected to Inclusion and Exclusion criteria were determined for the refugee definition and background. Also, these the selection of relevant studies, which are terms were selected to reflect the dominant discourses summarized in Table 1. Interventions related to that shape the literature on refugee education. The serious games or GBL were included only if term "gamification" was approached through the use gamification elements were present. Accordingly, of two additional concepts: "serious games" and interventions referring to Information and "game-based”. This strategic choice aimed to ensure a Communications Technology (ICT) innovations or more comprehensive coverage of relevant literature, digital tools, but not encapsulating a gamified aspect, particularly in cases where databases may have shown were excluded during the screening process. limited results or confusion across various concepts. 57 Broader concepts, which align with our research, were In respect to the types of gamified interventions utilized, like “digital games” or “games” as in some produced for and/or with refugee elementary cases evidence on “gamification” was nonexistent. students, seven (7) interventions involved digital Moreover, the keyword “second language” was games (e.g. serious games and collaborative games); preferred in several cases as an alternative to “refugee six (6) developed digital courses (e.g., Project Hope, education”. Given that our mapping targets young Akelius, CWTL, GeiaXara), four (4) web-based ages, the educational group was specified as “primary platforms (e.g., Binogi, Classcraft PALM), one (1) education”. involved the use of AR, two (2) included exergames. The searches across the specified databases “Other” category (n=6) is referring to Mooc, OER, yielded a total of 1,320 articles. In the identification board games, toolkit, and digital tools (e.g., Kahoot and process, duplicates were removed, and 671 eligible QR) (RQ1). Regarding game elements, the more records were retrieved, and subsequently, the full frequent ones were levels/challenges (n=17), points texts were examined to confirm adherence to inclusion (n=15), narrative/storytelling (n=14), feedback criteria. The screening process started with the (n=13), collaboration (n=13), freedom of choice examination of all titles, excluding publications that (n=10), and avatars (n=8). Furthermore, the impact of were evidently ineligible (n= 484), such as those the included interventions on the specific population referring to secondary or tertiary education. are traced on language learning (n=12) and social Subsequently, we assessed the eligibility of the adjustment (n=9), psychosocial well-being (n=6) remaining publications (n=187) based on their (RQ3). Also, engagement and motivation were abstracts. The final step involved retrieving and investigated in most studies. evaluating the full texts of the remaining publications A qualitative narrative analysis of the gamified (n= 69). However, after a thorough evaluation, only 19 educational interventions is applied to answer the studies were found to best align with the established research questions and visualize how gamification inclusion criteria. Additionally, seven (7) more might be best used in various educational contexts to interventions were identified through exploration of improve designed interventions. Following the various websites and scrutinizing the reference lists of principles of qualitative data analysis, a set of shared the selected articles. codes was developed based on emerging themes found in the literature. The codes included: Positive learning outcomes 4.3. Charting the data and motivation to learn; Social adjustment and Co- design; Multilingualism; Resilience and psychosocial The data that were extracted from each selected well-being; Autonomy and self-paced learning; research are displayed in Table 3 (i) Author(s), study Blended approaches and the importance of teachers location (ii) Gamified intervention (iii) Sample and (Table 22). Context (duration of the intervention) (iv) Game elements and (v) Research variables. Table 2 The number of codes that were applied to a set of 5. Results studies In the first part of this section, quantitative data will be Codes No. Studies illustrated to review existing research evidence. Then, Positive language 12 [7]; [28]; [29]; [30]; codes are extracted and arranged in themes following outcomes and [31]; [32]; [33]; [34]; the research questions. To identify the features that motivation to learn [35]; [36]; [37]; [38] need to be considered when designing a gamified intervention, a narrative synthesis is employed [27]. Social adjustment and 9 [28]; [34]; [39]; [40]; The review will attempt to simplify the area by Co-design [41]; [42]; [43]; [44]; creating sub-categories for key design features of [45] gamification that impact language learning. Multilingualism 4 [7]; [33]; [34]; [46] This scoping study generated 26 research materials from 16 countries published between 2012- Resilience and 6 [31]; [33]; [34]; [37]; 2022. Data demonstrated an incremental number of psychosocial wellbeing [47]; [48]; publications after 2018, an expected increase due to the continuous movements of populations after the Syrian crisis. Focusing on the learner and the learning Autonomy and self- 7 [7]; [28]; [34]; [35]; environment to ascertain which gamified features paced learning [49]; [50]; [51] affect language learning in the case of displaced students, sixteen (16) interventions were applied to refugee-only selected classes, three (3) aimed at both Blended approaches 5 [28]; [31]; [48]; [49]; refugee and indigenous populations, while four (4) and the importance of [52] applied in out-of-school populations. Moreover, two teachers (2) projects presented designed platforms with gamified features. Regarding the learning setting, gamification was integrated into school-based interventions (n=14) as well as in informal settings (n=10) such as camps and NGOs (RQ1). 58 Table 3 Selected studies for data analysis retrieved from public databases and manual searching Authors, Gamified intervention Sample- Game elements Research variables Country Context [33] Serious game: Ages 5–10 Narrative, avatar, points, Engagement Jordan Antura and the Letters N=649 feedback, collaboration, Arabic literacy Out-of-school levels/challenges Psychosocial well- children being Summer camp [48] DGBL course: Ages 7-9 Narrative, feedback, points, Psychosocial well- Sudan and Can’t Wait to Learn N=221 freedom of choice, levels being Lebanon (CWTL) Out-of-school Motivation children Attendance NGO [43] Collaborative digital Ages 6–13 Feedback, collaboration, Social integration Netherlands game sessions N=9 score, challenges, avatars Integration school [31] Fantasy-based narrative Ages 8-12 Narrative Language Australia N=15 development Formal education Narrative development [37] Game-based curriculum- Ages 9–14 Feedback Language learning Turkey aligned intervention: N=147 Attendance Project Hope NGO Hopelessness [32] Exergame: Ages 6-9 Levels, freedom of choice, Language Germany HOPSCOTCH Integration collaboration, scoring system, acquisition classroom avatar Social integration [34] Serious game: Ages 8-10 Narrative, levels, points, Arabic literacy Jordan Feed the monster and 5-7 feedback, Psychosocial well- Out-of-school avatar being children Summer camp [7] Web-based multilingual Ages 10–11 Narrative, feedback, points, Engagement Canada learning platform: N=77 avatar, levels, freedom of Language Binogi Formal education choice acquisition [30] Digital tools Ages 7-8 Collaboration-competition, Language learning Greece Formal education points Engagement Mixed Classroom [35] Gamified educational Ages 5-8 Narrative, points, challenges Literacy skills Pakistan game: N=253 Footsteps2Brilliance Out-of-school children Camps-slums [41] Serious game: 9-12 years Storytelling, levels, avatar, Behavior change Canada New Beginning N=30 freedom of choice Social adjustment Formal education [36] Gamified puzzle games Unaccompanied Narrative, freedom of choice, Learning outcomes France minors collaboration-competition 59 [51] Gamified RPG Ages 6-10 Narrative, feedback, points, Game design USA MOOC platform Out-of-school levels, freedom of choice Usability Children evaluation [52] Greece Web-based platform: Ages 8-12 Narrative, PBL, challenges, Language Classcraft N=11 collaboration-competition, acquisition Integration avatars, freedom of choice, Behavior change classroom feedback [42] Digital self-learning Ages 8–15 Digital storytelling, Motivation Greece space Camp and school- collaboration Co-design process based setting [45] Collaborative exergame: Ages 7-12 Levels, collaboration, avatar Intercultural Netherlands Ice skating N=58 interactions Mixed group Formal education [38] Digital game: School-age Points, feedback, Language learning Germany Dinner Talk students collaboration-competition [40] Gamified context Primary school Narrative, gamified Social inclusion Turkey Lend a Hand students environment (aesthetics) [50] Gamified Ages 8-10 Narrative, feedback, points, Engagement USA AR application African–American levels, collaboration Learning outcomes students Culturally relevant Formal education material [39] Serious games: Young refugees Challenges, collaboration, Social inclusion Belgium, CONNEXT and migrants freedom of choice Co-creation Finland [28] Digital course: Akelius Ages 9–16 Levels, PBL, feedback Language learning Greece NGO Attendance [45] USA Language program: Ages 6–12 Levels, PBL, feedback Affective outcomes Class Royal Primary school Gamified language Ages 6-12 Feedback, freedom of choice Language learning [49] Cyprus course: Primary school online games GeiaXara Blended learning [47] AR board game Age 9 Interactive elements Game design Greece Primary school assessment [46] Germany, PALM: VR corpus for Ages 6–15 Collaboration Text production Italy, Cyprus language learning online [29] Gamified Reading Ages 9-11 Storytelling, digital and Motivation Norway campaign: Mixed groups physical reward systems, Attendance Sommerles.no Summer camp levels be harnessed in a gamified approach, like gamified platforms and courses, serious games, AR and VR, 5.1. Usage of gamified techniques digital tools and exergames. Each gamified technique in educational initiatives is presented in relation to the educational environment of application, as well as the Referring to RQ1, several types of gamified interconnected students’ needs, producing a blueprint interventions were produced for and with refugee of how to utilize them according to the educational elementary students, as demonstrated by the scoping environment. study, incorporating an array of technologies that can 60 Regarding formal education, multilingual unaccompanied minors, making visible the need of platforms and digital tools can be an asset. Le Pichon representing the specific group in literature. Though et al. [7] developed a gamified web-based multilingual the game is designed for high-school-level platform, namely Binogi, to support newcomer mathematics, it can be adapted to less advanced levels. students in mathematics and promote learning by Berkling et al. [51] developed an innovative Role- delivering academic content in students’ home Playing Game (RPG) connected to third-party languages. The gamified content transfused a stress- edugames (OER), for out-of-school students, to deliver free environment and generated a sense of autonomy basic literacy skills. The designed Massive Open Online in which heritage language(s) established their “space” Course (MOOC) community hosted thousands of into the classroom. Additionally, a gamified children, who had the opportunity to playfully access intervention took place in an integration classroom to new learning content everywhere and at any time. engage students with a refugee background in the Thus, Open Educational Recourses (OER) and Moocs learning process and, attained learning goals [52]. The can provide learners with an array of available digital researchers utilized a management learning system tools that integrate multimodal features to enhance (MLS), named Classcraft, with RPG features, and vocabulary and foster intercomprehension. created a fantasy scenario with specific quests and guilds. Goula [30] gamified a lesson in a formal multicultural classroom using handy digital tools like 5.2. Game elements exerting Kahoot and QR codes. Dunn et al. [31] designed a impact in SLA for refugee fantasy-based scenario to frame drama lessons in a students playful way for a multicultural classroom. By creating a language context that was enjoyable and culturally Regarding RQ2, specific game elements promote valuable, they achieved to accelerate language language learning through engagement, motivation development and create opportunities for agency. and social interaction. Furthermore, certain gamified Moreover, an innovative practice is the features not only enhance the learning process but also amalgamation of exergames [32], and gamification. reinforce feelings of joy and pleasure during the Breitbarth and colleagues [32] designed an exergame educational experience. This, in turn, may contribute called HOPSCOTCH, examining whether it could be to a reduction in emotional symptoms and potentially used as a teaching tool to support newcomer children lead to more effective second language learning for in acquiring the German language. The game was displaced students. The elements of gamification that implemented in an integration classroom and the seem to have a positive impact on the study population installation with the sensors was freely accessible are: narrative/storytelling, points and feedback, throughout the day. Interestingly, AR held a special freedom of choice/personalization, challenges/levels place in the heart of a gamified context providing and collaboration. authentic learning environments, turning the table to Narrative/storytelling: According to the data a more engaging experience for learners [50]. An analysis, narrative was employed in 14 out of the 26 interesting paradigm comes from the work of gamified interventions. In some interventions Papadakis et al. [47], who created an AR board game to narrative was integrated into formal educational promote cultural awareness in a public school. The settings as a story or a fictional world to provide an importance of this initiative was the endeavor to give engaging framework for problem-solving. In Batzia voice to refugee students and the means to negotiate and De Smet [36], the classroom was adapted to their cultural narratives and identities into the respond to the game scenario creating a meaningful classroom promoting a new focus for cultural backdrop for the learning experience, affecting awareness games, not just for non-refugee people, but learners’ performance over mathematical concepts. rather for intercultural interaction. Bizota and Makri [52], utilized storytelling techniques Moving on to nonformal education, Akelius [28], a and the avatar system incorporated in Classcraft to digital course, was designed by UNICEF for school-age construct a blended learning fantasy scenario to assess children, aiming to prevent dropping out and applied grammar knowledge among refugee students. accelerate language learning through a blended Through this approach, students actively participated approach. Can’t Wait to Learn (CWTL) [48], a Digital in assessment and successfully completed the quests Game-based Learning (DGBL) system, was designed within a collaborative-competitive mode. On the other for out-of-school children in humanitarian settings to hand, serious games with embedded narrative context enable basic Math education. The system deploys are employed to elicit curiosity and create a game mechanics to deliver high-quality, self-paced, meaningful backdrop [29, 35, 51] for out-of-school and contextually appropriate educational content, students to keep learning. Thus, the incorporation of from which children can access formal curriculum game fiction in refugee education demonstrates through sequenced mini-games and instructional correlation with behavioral outcomes [17]. videos. In the same vein, Antura and the Letters [33], Freedom of choice/personalization: In some and Feed the Monster [34] are two prominent digital studies, the increased sense of control over learning games that support Arabic literacy skills for Syrian played a decisive role in the success of the gamified children living in camps through gamified features, system, as children had the freedom to choose their like PBL, narration, and personalization. Moreover, a tasks and content [39]. In Le Pichon et al. [7], the most DGBL intervention for children living in slums and prominent feature was freedom of choice, as the web- refugee settlements was developed in Pakistan to platform, installed locally in the school, allowed develop literacy skills [35]. Batzia and De Smet [36] refugee students to access content in their own designed a serious game to teach mathematics to 61 language, enhancing their learning autonomy and feedback, can increase students’ motivation, self- positive attitude towards learning. Refugee students esteem, and engagement in the learning process [28, felt empowered and increased their comprehension 33]. Notably, these improvements extended to literacy over content-related topics. Additionally, in CWTL skills, with the gamified intervention even yielding project [48] for out-of-school populations, students literacy levels comparable to those of a control group. particularly enjoyed the autonomy the game afforded, Regarding pointification elements in language in terms of choosing characters within the game and learning, such as awards and points, the data being able to listen to instructions when they wanted. demonstrated that it could be beneficial for out-of- In this case, the children were able to manipulate and school students’ behavioral and motivational learning personalize the content to align with their needs and outcomes. Nevertheless, the positive impact of PBL in cultural features. Lastly, gamification holds the a gamified learning environment should not be premise to support teachers, providing a pedagogical attributed solely to PBL itself but rather seen as a tool to personalize learning allowing children to learn result of a synergistic combination with other at their own pace [37]. elements. [18]. Challenges and levels: Challenges and a level system, the most distinctive elements of video games, were identified in 17 interventions. While, in most 5.3. Gamified approaches studies, these features were related to a sense of according to students’ needs mastery and achievement [7, 35, 41, 44], a nuance was exhibited in two interventions [7, 51], in which the Moving on to RQ3, the scoping study demonstrated progression through levels resembled the formal that several types of gamified interventions exerted an curriculum of the host country for out-of-school impact on three areas of interest regarding student’s students. Particularly, in Pynnönen et al. [35] the game needs, namely language learning, psychosocial provided automatically scaling learning content, wellbeing, and social adjustment. Following this which helped the children progress at their own pace. perspective, four categories emerged that highlight The adaptive nature of the game ensured that the how gamification can be applied to refugee education children were appropriately challenged, preventing according to the three areas of interest: 1) boredom or frustration, and maintaining their Gamification and multilingualism, 2) Gamification and engagement. autonomous learning, 3) Gamification and co-design, Collaboration: Collaboration was determined as and 4) Gamification and psychosocial well-being. an important component of an effective gamified Gamification and multilingualism: Some intervention for the group of children with a refugee interventions proposed the use of gamification along background. A collaborative exergame [45] provided a with multilingual features to harness first language(s) platform for interaction that transcends language (L1) as a means to facilitate second language (L2) and barriers, allowing students with a diverse linguistic invest on students’ cultural capital. The results background to communicate and connect through indicated that the integration of different languages in non-verbal means. In Breitbarth's [32] multicultural a gamified context is of particular relevance to the setting, students were given the choice to play together education of refugee students, a feature that can be an exergame to complete language activities resulting exploited to allow students to access academic content in the development of new mixed social groups. in their home language. An illustrative example is Furthermore, an entertaining collaborative videogame found in Le Pichon et al. [7], where a gamified was used as a mediation tool to bridge cultural multilingual platform provided students with access to differences between native and refugee students by content in their native language. Students expressed promoting intercultural interaction through gameplay appreciation for the gamified nature of the platform, as [44]. Moreover, collaboration together with it rendered language learning more enjoyable and less competition proved strong incentives in learning the stressful. This was achieved by allowing them to utilize target language [30, 36, 38, 52]. In Goula [30] the their preferred languages, select from various content- results indicated that students in a multicultural topics, and dictate the pace of their learning. Last but classroom attained the language goal through not least, L1 should be capitalized as a resource for L2, interchangeable collaboration and competition as in the case of Antura and the Letters [33], and Feed episodes. This suggests that evoking social the Monster [34] defending the interdependence of interactions through gamification, particularly languages in SLA. An interesting part about these apps through a combination of collaboration and is that they promote L1 for Syrian refugees, developing competition, can positively impact behavioral learning a multilingual culture rather than an English-dominant outcomes [17]. narrative, bringing to the fore the interrelation PBL and feedback: According to data, points and between the host and heritage languages. feedback are combined in several gamified systems. Gamification and psychosocial well-being: Six Feedback was linked to a classroom management interventions attempted to support refugee children system, such as in the cases of GeiaXara [49] and by promoting psychosocial well-being and resilience Project Hope [37] or as a rewarding system in Hareide through a dynamic representation of themselves and et al. [29], which affected their reading behavior. by providing a caring and nurturing learning Moreover, for out-of-school populations, four serious environment [37]. It is quite common that children games incorporated PBL and instant feedback to that are exposed to crisis-affected settings can enhance students’ motivation to keep learning without experience toxic stress, which in turn affects their the support of a teacher [33-35, 48]. The data indicated learning ability [54]. that interactive features, like rewards and corrective 62 A first attempt towards that direction was relates to autonomous learning and its effect on the proposed at the EduApp4syria competition, where the learner. It seems that open-source game platforms and two award-winning mobile applications Antura and serious games that do not expect a teacher to the Letters [33], and Feed the Monster [34] were accompany the student’s journey could be a possible designed to nurture psychosocial wellbeing. In solution for out-of-school students to attain particular, Feed the Monster exhibited significant educational perspectives [29, 51]. In Berkling et al emotional effects as students immersed themselves in [51], the MOOC platform utilizes a role-playing game a storyline designed to nurture hope for a future self. (RPG) interface, which provides a storyline and quests The game follows the pedagogical framework of social- for the children to progress through at their own pace. emotional learning to address psychosocial well-being This flexibility caters to the diverse learning needs and by applying life skills and decision-making. Moreover, preferences of the users. To attain the needs of the CWTL digital course [48] yielded significant refugees living in slums, the research of Pynnönen et al improvements in both literacy and psychological well- [35] employed gamification elements into a digital being among refugee students, as evidenced in a game, including rewards, challenges, and progress comparison with the state-provided education for out- tracking, which motivated children to persist in of-school children. These positive outcomes were playing and learning. For unaccompanied minors, the observed six months after the initiation of the game design employed self-paced features, such as a program, involving a sample size of 221 participants. culturally appropriate narrative with simplified It's worth noting, however, that there were no language and interaction with NPC(s) to overcome significant differences between groups in terms of language difficulties and ensure that the children can child-reported hope, and there was evidence of a fully participate in the learning process. Besides, significant negative intervention effect on child- digital courses with a self-paced functionality can reported self-esteem. It is essential to highlight though, supplement formal settings to accelerate learning. that the psychometric properties of these measures However, even in these cases blended learning is were not deemed adequate. In the case of Dunn et al. preferred and instructed [33]. [31], the initiative aimed at developing the resilience of newly arrived refugee children, focusing specifically on the role of language as a key aspect of resilience. 6. Conclusion Grounded in a playful and fantasy-infused narrative, the intervention revolves around a robot entering an As it is inferred from the literature review, there has English-speaking community but encountering been a significant increase of gamified interventions difficulties in effective communication. Notably, the over the last five years targeting children with a approach deliberately sidesteps responses typical of a refugee background. The aim of the study was to deficit model or exclusive focus on challenges related review existing research evidence and then identify to resettlement and resilience. the game elements that need to be considered when Gamification and co-design: Social adjustment designing a gamified intervention for refugee emerged as a major area of interest for newcomer education tailored to the unique needs and educational students, in tandem with a co-design process to foster context of the students. integration and address the needs of the refugee It seems that several gamified technologies (RQ1) group, making the language instruction more and game design elements (RQ2) have been employed culturally appropriate. From the data, gamified serious to advance language learning for newcomer children. games were preferred for a social adjustment agenda. Gamified operational technologies vary across formal Bani-taha [41] developed a computer-based serious and informal settings. Most findings feature game, called New Beginning, following a GBL approach gamification as the perfect match for serious games by for social adjustment and behavioral change. Through adding narrative elements, interactive features, PBL several co-design activities, the researchers evaluated and corrective feedback. While not replacing formal the use of customized culturally inclusive games in schooling, a well-designed gamified serious games can addressing problems of social adjustment. To be a cost-effective and scalable solution for providing strengthen this approach, the researcher built a education to out-of-school children. For refugees framework that focused on newcomer children and residing in camps, the findings suggest that gamified their needs, supporting the idea that co-design could digital games and MOOCs can provide access to enhance integration in a way that students produce curriculum-aligned content knowledge through inclusive games while interacting with the rest of the personalized features and game fiction to enhance school community. Lastly, Alain [43] described a behavioral learning outcomes as suggested by the process of designing educational technology systems literature [17]. for and with war-affected displaced children. This Regarding formal education, contextual involved collaboration by inviting groups of friends to gamification can complement traditional teaching enhance productivity and foster active participation. methods by incorporating collaborative interactions To sum up, the basis for a social adjustment agenda among learners, such as working together in teams or consists of three elements: 1) inclusion of cultural competing with others, can enhance motivation and considerations in the game design; 2) co-design of performance. The effectiveness of gamification in educational technology systems with newcomer formal settings can be influenced by the overall children; and 3) interactive features, such as learning environment, encompassing factors such as collaboration. the availability of culturally appropriate resources, Gamification and autonomous learning: A feedback mechanisms, and opportunities for self- pattern is observed for out-of-school children, which paced learning. Collaborative gamified technologies 63 (e.g. exergames, videogames, AR) can be installed into outcomes and the subsequent effects on learners. the classroom to encourage students from different Lastly, contextual factors play a significant role in cultural backgrounds to collaborate, communicate, influencing gamified interventions for refugee breaking down language barriers and promoting settings, especially in environments characterized by a intercultural interaction. In summary, different types lack of essential infrastructure and resources, such as of social interaction can affect positively behavioral in refugee camps. There is a scarcity of research and learning outcomes [17]. evidence concerning the effectiveness of digital With reference to the third research question, education in low-resource environments. While in several interventions projected on gamification the formal settings, the constraints of limited internet need for a multilingual feature that can be adaptive to connectivity and access to devices, like computers or the linguistic needs of the learner. A model of tablets, pose challenges to the implementation of multilingualism could be integrated into a gamified digital learning programs. context smoothly, as it offers a stress-free setting and Further research should be undertaken, including interactive options, such as the freedom to choose studies characterized by empirical rigor and extensive preferred linguistic features. Furthermore, quantitative data, to reassess the effectiveness of gamification may also help refugee children to come to incorporating specific game elements in refugee terms with their traumatic experiences; a factor that education. Moreover, there is a necessity to investigate affects language learning [54]. In this direction, the pedagogical scope of gamification, emphasizing the personalization of students’ identities and culturally requirement for a human-centered design that is appropriate narratives were reported as prominent positioned to have a meaningful impact on refugee game elements that nurture resilience; yet the sense of learners. Subsequent efforts should emphasize the joy is what make games enticing, especially for importance of well-designed instructional content, children who were cruelly displaced from their own concurrently addressing the absence of teacher “playgrounds”. The study considered co-design guidance and tendencies towards traditional methods practices as the radical element for an accelerated of teaching. Approaches to blended learning or social adjustment agenda. Inviting students to integrating gamification into curricula could be points participate in a series of workshops to negotiate their of interest for further research in refugee education. ideas of preferred learning practices, generates a sense of control over their environment and encourages social interaction. That investment can lead to Acknowledgements culturally sensitive game elements tailored to the unique needs and context of refugees. The authors would like to express their gratitude to the reviewers for their very helpful comments and suggestions. The authors would also like to thank 6.1. Limitations and future Vasileios L. 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Appendix Table 4 The Boolean keywords for each electronic database and the number of results Database Search Strings Results Eric Gamification AND refugee 0 “Digital games” AND refugee AND education 29 Gamification AND “second language” 113 BASE Gamif* AND refugee 7 “Digital games” AND refugee AND education 14 "game-based" AND "refugee" 26 "refugee" OR "refugee children” OR “newcomer” AND “gamification” OR “serious 110 games” OR “digital games” OR “game-based" Semantic Scholar Gamification AND refugee AND “primary education” 235 Taylor and Francis gamif* AND refugee 61 Online (refugee OR "refugee children") AND ("digital technology" OR "digital games" OR "digital 553 tools" OR "game-based") AND "education" IEEE Xplore Gamification AND refugee 0 Games AND refugee 7 Gamification AND “second language” 9 Google Scholar "refugee children" AND gamification 156 Total 1.320 67