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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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We performed searches in referenced databases such as ScienceDirect and PubMed for articles published from 2007 to 2011 in scientific journals or as proceedings of conferences and symposia and relating primarily to the fields of cognitive science, psychology, human–computer interaction and education, but also other scientific fields such as medicine or engineering in which training has been performed using SGs or VGs.
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Substantial disagreement exists in the literature regarding which educational technology results in the highest cognitive gain for learners. In an attempt to resolve this dispute, we conducted a meta-analysis to decipher which teaching method, games and interactive simulations or traditional, truly dominates and under what circumstances. It was found that across people and situations, games and interactive simulations are more dominant for cognitive gain outcomes. However, consideration of...
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Outcome measure
- Engagement (1)
- Learning (4)
Instructional domain (subject)
- Mathematics (2)
- Multiple (3)
- Science (1)
Education Level and Type
- ECE 0-7 (1)
- High school 16-18 (3)
- Informal education (2)
- K-12 (1)
- Middle school (1)
- Primary 7-10
- Secondary 11-16 (3)
- Tertiary (2)
Groups of students
- At-risk (1)
- Learning difficulties (1)
- Low-performing (1)
- SEND (1)
School or home
- _No mention (1)
- School (2)
Moderating variables
Tech Hardware
- Computer (3)
- Handheld device (1)
- Multimedia (1 or more) (1)
- Tablet (1)
Tech Software
Tech mechanism
- Cooperative learning (e.g. discussion areas) (1)
- Direct instruction (1)
- Drill and practice (1)
- Feedback (2)
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Gamification
- Cognitive processes (2)
- Simulation (3)
- Graphic modelling (1)
- Instructional supports/Demos: worked out examples (1)
- Multimedia effects (1)
- Personalization effect (1)
- Scaffolding/Varying difficulty levels (1)
Learning Approach
- _No mention (2)
Teacher Pedagogy
- Collaboration (1)
- Feedback (1)
- Game-based learning (2)
- Group learning (1)
- PC mixed with real objects (1)
Research methods
Effect size/ heterogeneity
HIC/LMIC
Quality of research
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- Low: 3 or below (1)
- Medium: 4 or above (3)