Game-based learning (GBL) continues to gain more attention from researchers of learning theories. The study by Qian and Clark (2016) notes that games can have many positive effects on learning. The authors look at the literature that examines the link between GBL and 21st-century skills. These skills usually include “critical thinking, creativity, collaboration, and communication” (Qian & Clark, 2016, p. 50). Different game genres and types allow researchers to find many effective ways to teach students new information. The authors state that research does not show a clear positive result of GBL. However, many scholars find games very helpful for students. For example, some say that GBL can be useful in classrooms to replace traditional instructions and lectures because games can attract younger students and help them concentrate. GBL may also positively affect student’s learning skills such as creativity and critical thinking. Their level of technology skills, for instance, can improve by playing games and using computers and tablets. The authors give an example of Hong Kong schools, which state that creativity is very important to their programs. Therefore, teachers may use new methods to help students learn. The authors define GBL as an environment of game activities that include various problem-solving challenges (Qian & Clark, 2016). Students need to feel a sense of accomplishment after they finish a game or its part. The literature review shows that knowledge acquisition is the main outcome of GBL. Students can learn new information and also understand how to study better. The skills that are mentioned in the paper are not researched by many scholars. The authors explain that 21st-century skills are not as valued by the educational system right now. For example, the popular method of knowledge assessment, such as standardized testing, does not encourage creativity or collaboration. On the other hand, GBL is effective in these areas because it is active and imaginative. Games for learning can have different designs and contents. It is not clear which models are the best for students and teachers, but many educational games can be simple and focused on only one type of skill. The study argues that games have to be entertaining to attract students and help them learn (Qian & Clark, 2016). The authors use a database search to find articles connected to the topic of GBL. They analyze 137 papers and divide them by game type, outcome, age, and effect. The study finds that all spheres of education can use GBL. Games can have different genres. Behaviors are the main outcomes of playing, but some games are focused on learning. Games can also develop skills in students. These games can influence their critical thinking skills and competitiveness. Also, most articles analyzed in the paper report very large effects of GBL. Thus, the authors conclude that GBL has many positive impacts on students’ ability to learn. When playing entertaining games, students can understand new information quickly and learn skills that can be helpful in other areas of studying. For instance, some games can explore social studies and allows students to learn geography or history while playing. The potential of GBL depends on game design. Games that can entertain stu