Systematic Literature Review on the Use of Game-Based and Visual Programming Tools in Informatics Learning at Vocational High Schools
Keywords:
Game-Based Learning, Visual Programming, Vocational InformaticsAbstract
Informatics education in vocational high schools is increasingly important as digital skills are essential for future employability. Traditional teaching methods often fail to fully engage students or foster computational thinking effectively. Game-based learning and visual programming tools, such as Scratch, Alice, or Blockly, provide innovative approaches to enhance student engagement, creativity, and problem-solving abilities. This study aims to conduct a Systematic Literature Review (SLR) on the integration of game-based and visual programming tools in informatics education at vocational schools. The review analyzes research published between 2015 and 2025 from academic databases including Scopus, ERIC, and Google Scholar. The findings indicate that these tools effectively introduce programming concepts to beginners while reducing cognitive barriers. Furthermore, game-based approaches improve student motivation and collaborative learning, which are critical for vocational contexts. However, challenges such as limited teacher expertise, lack of technological infrastructure, and resistance to curriculum change hinder full implementation. The study also highlights the importance of aligning these tools with industry-relevant competencies to enhance vocational education outcomes. By synthesizing research findings, this review provides insights into best practices, challenges, and recommendations for adopting game-based and visual programming approaches in informatics learning
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