Abstract
Game Based Learning is a transformative approach blending pedagogical strategies with the immersive and interactive elements of games. It relies on passive absorption of educational contents through the active engagement of pupils. Game based learning engages students actively with the help of challenges, storytelling, feedback loops and goal-oriented tasks. The content can be delivered with the use of digital platforms or using physical games. Psychological theories such as Self-Determination Theory and Flow Theory offer autonomy, competence and relatedness. The objective of the study is to critically analyze the relevant review of literature pertaining to behavioural outcomes of student engagement and motivation in game-based learning. A systematic approach has been followed to categorise, select, and examine empirical studies and theoretical works on the influence of game-based learning (GBL) on student engagement, motivation, and behavioural changes. Using electronic catalogues explored the keywords “game-based learning,” “student engagement,” “motivation” and “behavioural changes”. The studies that were published from 2017 to 2025 have been reviewed. The findings reveal its profound impact on student engagement, motivation, and behavioral development across educational stages and disciplines. Despite these promising outcomes, successful implementation of GBL requires thoughtful curriculum design, teacher training, and equitable access to technology. As education systems evolve to meet the needs of 21st-century learners, GBL stands out as a powerful, evidence-based strategy for fostering curiosity, resilience, and lifelong learning. Embracing game-based methodologies is not just an innovation—it is a necessary step toward inclusive, engaging, and future-ready education.
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