Towards a Revised LM-GM Framework for Classroom Analysis: A Systematic Literature Review

Abstract

The Learning Mechanics – Game Mechanics (LM-GM) framework has become a foundational tool for the design and analysis of serious games (SGs). However, its application within the specific context of adolescent classrooms (learners aged 12 to 16) remains underexplored. This paper conducts a systematic literature review on LM-GM and its different applications and extensions to examine their current state. This review aims to assess whether the LM-GM framework can be adapted for an analysis of game-based learning in adolescents' classrooms. The findings suggest that the LM-GM framework is good enough to function as a baseline across stakeholders but can adapted with adjacent principles, like self-determination theory.