## 3 Results
### Remaining Characteristics' Value Distributions  
In this section, we present other important descriptive characteristics than those presented in Table 4, as well as year and region, despite them already being in Table 4. The papers were all published between 1996 and 2023 inclusive. The years 1996, 2015, 2019, and 2020 \begin{table}
\begin{tabular}{p{56.9 pt} p{56.9 pt} p{56.9 pt} p{56.9 pt} p{56.9 pt} p{56.9 pt}} \hline \hline
**Authors (Year of Publication)** & \
\begin{tabular}{c} **Population** \\ **(Sample Size and Demographics)** \\ \end{tabular} &
\begin{tabular}{c} **Game Name, Game** \\ **Type, Mnemonic Type** \\ \end{tabular} & **Aim and Objective of Study** & **Summary of Findings** \\ \hline [PERSON] and [PERSON] (2015) [42] & Phillipines: 46; Grade 7; 23 experimental & Integer Operation (INTOP) Card Game; card; LAUS, LPUN & Create a card game that uses mnemonics to help facilitate understanding concepts and principles of integers. & In the INTOP and traditional teaching conditions, there were significant differences between pre- and post-test scores. Moreover, INTOP’s post-test scores were significantly higher than those of traditional learning. \\ \hline [PERSON] et al. (2023) [43] & Iran: 75; all F, aged 13-17, 3 groups of 25 (1 control, 2 experimental groups) & Vocabulary Builder; cognitive; not stated & Test whether Vocabulary Builder is more effective at teaching English to Iranian EFL students than traditional methods. & Vocabulary Builder was effective in teaching vocabulary to Iranian EFL students, but it was not significantly better than traditional methods. \\ \hline [PERSON] et al. (2015) [44] & Taiwan: 135; 64 M, 71 F, Grade 8 & Digital Games-Based Learning (DGBL); cognitive; not stated & Create a game that can help junior high school students remember several properties of chemistry elements. & DGDBL is effective at reducing learning difficulties and enhancing student learning outcomes. Girls in particular benefit from it more significantly. \\ \hline [PERSON] et al. (2015) [44] & Taiwan: 135; 64 M, 71 F, Grade 8 & Digital Games-Based Learning (DGBL); cognitive; not stated & Create a game that can help junior high school students remember several properties of chemistry elements. & DGDBL is effective at reducing learning difficulties and enhancing student learning outcomes. Girls in particular benefit from it more significantly. \\ \[PERSON] et al. (2015) & United States: Study 1: 19; 12 F, 7 M; aged 4-5.6. & Rainbow Game; card, rainbow mnemonic (a native) & Introduce a new mnemonic type that uses various colors, then create a game that uses this method and compare it with a word game and later a mental mnemonic version that does not show the colors but discusses them. & Participants who used the rainbow mnemonic while shown colors recalled more words than those who played the word game, and so did those who used the mental version of the rainbow mnemonic. There was not much discussion comparing the two versions of the rainbow mnemonic. \\ \[PERSON] et al. (2011) [46] & Taiwan: 53; aged 20–24; 29 experimental, 24 control & 3 unnamed memory games; puzzle; loci, number/rhyme, grapheme-based, link & Test three Flash-based puzzle games that use mnemonics and see if they are more effective at teaching various concepts than traditional methods are. & The experimental group, which played all three games, had significantly better Working Memory Capacity Test (WMCT) post-test scores than the control group, which learned from traditional methods. \\ \hline [PERSON] and [PERSON] (2019) [47] & Malaysia: 50 & ATOMICfrenzy AR; card; not stated & Evaluate a game that can help improve students’ memory on properties of chemical elements. & The game resulted in an average of 2 more questions answered correctly after a 15-min play, with 84\% of students agreeing that it helped them memorize important information in the periodic table and 98\% agreeing that combining it with Kahoot was more fun. \\ \hline \hline \end{tabular}
\end{table}