Conceptualizing cultural adaptation through game-based learning among international students: evidence from a systematic scoping review

Abstract

International students frequently experience acculturative stress and social isolation during their transition to higher education. This systematic scoping review investigates how game-based learning (GBL) serves as a structured experiential system to support this cultural transition. Following the preferred reporting items for systematic reviews and meta-analyses extension for scoping reviews (PRISMA-ScR) protocol and population, concept, and context (PCC) framework, we screened five academic databases (2015–2025), identifying eight peer-reviewed articles from an initial pool of 608 records. Data were synthesized using a three-stage thematic analysis to map the structural pathways between pedagogical design and adaptation outcomes. The results indicate that GBL design elements, such as immersive simulations and role-play, foster cultural awareness by activating core learning mechanisms like social negotiation and reflective feedback. These findings reveal a three-layered conceptual architecture where GBL facilitates shifts across cognitive, affective, and behavioral dimensions to support identity-level transformation. This study implies that GBL can move beyond superficial engagement to provide a predictive roadmap for educators. Ultimately, this framework advances theoretical understanding by reconceptualizing adaptation as an iterative, mechanism-driven learning process rather than a passive transition, offering a theoretically grounded approach for designing robust cultural adaptation (CA) interventions in higher education.