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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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The purpose of this study is to determine the effect of digital stories on academic achievement. In order to achieve this purpose, meta analysis method was used in the study. Within the scope of the study, ERIC, Google Academic, YÖK Thesis Center, ProQuest, Science Direct and ULAKBİM databases were scanned and 23 studies (10 theses, 13 articles) were included in the meta-analysis using the criteria determined by the researchers. Cochran’s X2 (Q = 285,155, p < .05) test was conducted to test...
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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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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
- Science (3)
- Social Studies (2)
Education Level and Type
- High school 16-18
- K-12 (1)
- Middle school (2)
- Primary 7-10 (3)
- Secondary 11-16 (3)
- Tertiary (2)
Groups of students
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School or home
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Moderating variables
Tech Hardware
Tech Software
- Game learning (2)
- General apps (1)
- Serious games (2)
- Virtual Reality (1)
Tech mechanism
Teacher Pedagogy
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- Game-based learning (1)
- Group learning (2)
Research methods
Effect size/ heterogeneity
HIC/LMIC
- HIC (high income) (1)
- Mixture or unknown (2)
Quality of research
- High: 6+ (2)
- Medium: 4 or above (3)
Geography if specific
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- Mixture (1)
- Turkey (1)