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Previous empirical studies on the effect of scaffolding in game-based learning environments have shown inconsistent findings. In this study, we conducted a meta-analysis to examine the effect of scaffolding in digital game-based learning (DGBL) and to explore a range of moderating factors that may have contributed to the inconsistencies of primary studies. We used the three-level meta-analysis method to analyze the data for handling data non-dependency issues of multiple effect sizes in one...
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Digital game-based learning (DGBL) is known to be widely used for improving learning in various fields. Among the elements of DGBL, competition has been very controversial. This meta-analysis, which included 25 articles written between 2008 and 2019, revealed that DGBL has produced improvements for learning outcomes with an overall effect size of .386. In addition, we explored multiple moderators to understand how competition in DGBL influenced student learning for different learners,...
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Based on systematic research of studies published since the year 2000, this comprehensive metaanalysis investigated how the use of technology can enhance learning in secondary school mathematics and science (grade levels 5–13). All studies (k ¼ 92) compared learning outcomes of students using digital tools to those of a control group taught without the use of digital tools. Overall, digital tool use had a positive effect on student learning outcomes (g ¼ 0.65, p < .001). The provision of...
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It is assumed that serious games influences learning in 2 ways, by changing cognitive processes and by affecting motivation. However, until now research has shown little evidence for these assumptions. We used meta-analytic techniques to investigate whether serious games are more effective in terms of learning and more motivating than conventional instruction methods (learning: k ϭ 77, N ϭ 5,547; motivation: k ϭ 31, N ϭ 2,216). Consistent with our hypotheses, serious games were found to be...
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Outcome measure
- Learning (4)
- Motivation (1)
Instructional domain (subject)
- Literacy (1)
- Mathematics (3)
- Multiple (4)
- Science (3)
- Social Studies (1)
- STEM (1)
Education Level and Type
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- K-12 (1)
- Middle school (1)
- Primary 7-10 (2)
- Secondary 11-16
- Tertiary (1)
Groups of students
School or home
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Moderating variables
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- Grade/education level (1)
- Length of time (1)
- Multiple exposures (1)
- Peer involvement/group learning (1)
- School-level factors (1)
- Student characteristics (2)
- Subject (1)
- Teacher involvement (1)
- Teacher professional development (1)
- Tech structure (3)
- Type of instruction methods (student/teacher centered) (1)
Tech Hardware
Tech Software
- Game learning (3)
- General apps (2)
- Serious games (2)
- Simulations (1)
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Tech mechanism
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Teacher Pedagogy
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- Game-based learning (1)
- Group learning (2)
Research methods
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HIC/LMIC
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