<![CDATA[Games, gamification, and serious games have moved from the margins of entertainment into the mainstream of instructional design in colleges and universities. This article examines why game-based approaches matter for learning in higher education by synthesising recent empirical and review literature published between 2009 and 2026. Using a narrative literature review method, sources were retrieved from academic databases and analysed thematically around four outcome domains: motivation and engagement, academic achievement, cognitive and metacognitive skills, and collaborative or soft-skill development. The review finds consistent, though not unconditional, evidence that well-designed games and gamified activities increase student engagement, sustain motivation, and can improve measurable learning outcomes when game mechanics are aligned with pedagogical goals. At the same time, the literature cautions that novelty effects fade, that extrinsic game elements such as points and leaderboards can undermine intrinsic motivation if poorly designed, and that teacher scaffolding remains essential. The article concludes that games are best understood not as a replacement for instruction but as a pedagogical tool that, when purposefully integrated, can strengthen active learning, deepen conceptual understanding, and prepare students for collaborative problem-solving in professional contexts.]]>
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