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This study seeks scientometric, content and co-occurrence analysis of systematic review and Meta-analysis articles in the feld of gamifcation in education. In terms of purpose, this is an applied study and regarding type, it is a scientometric and co�occurrence analysis. The researchers conducted a search in WoS, Scopus and Pub�Med databases. The abstract and full text of 25 out of 71 articles were selected to be included in the study. Then, the citation and altmetrics indicators were...
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There is no questioning that the way people live, interact, communicate, and conduct business is undergoing a profound, rapid change. This change is often referred to as the “digital revolution,” which is the advancement of technology from analog, electronic and mechanical tools to the digital tools available today. Moreover, technology has begun to change education, affecting how students acquire the skill sets needed to prepare for college and a career and how educators integrate digital...
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Giving a student control over their learning has theoretical and intuitive appeal, but its effects are neither powerful nor consistent in the empirical literature base. This meta-analysis updated previous meta-analytic research by Niemiec, Sikorski, and Walberg by studying the overall effectiveness of providing learner control within educational technology, the characteristics of instruction along the continuum of learner control, and elements of the instructional environments that may play...
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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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A meta-analysis was performed to synthesize existing research comparing the effects of computerassisted instruction (CAI) versus traditional instruction (TI) on studentsÕ achievement in Taiwan. Fiftytwo studies were located from our sources, and their quantitative data was transformed into effect size (ES). The overall grand mean of the study-weighted ES for all 52 studies was 0.55. The results suggest that CAI is more effective than TI in Taiwan. In addition, two of the seventeen variables...
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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
- Behaviour (1)
- Engagement (1)
- Learning (7)
- Motivation (2)
Instructional domain (subject)
Education Level and Type
- ECE 0-7 (1)
- High school 16-18 (2)
- Informal education (1)
- K-12
- Primary 7-10 (1)
- Secondary 11-16 (2)
- Tertiary (5)
Groups of students
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- At-risk (3)
- Low socio-economic status (1)
Moderating variables
- Country / culture (1)
- Design-type/ testing instruments (1)
- Gender (1)
- Grade/education level (2)
- Length of time (4)
- Multiple exposures (2)
- Peer involvement/group learning (2)
- Subject (3)
- Teacher involvement (2)
- Teacher pedagogy/implementation (1)
- Teacher professional development (1)
- Tech structure (1)
- Type of instruction methods (student/teacher centered) (2)
Tech Hardware
- CD ROM/ DVD (1)
- Computer (4)
- Handheld device (1)
- Infrastructure (1)
- Interactive whiteboards (1)
- Laptops (1)
- Multimedia (1 or more) (2)
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Tech Software
- Audio books (1)
- Computer-Assisted Instruction (CAI) (3)
- Computer-Based Teaching (CBT) (1)
- Game learning (3)
- Serious games (1)
- Simulations (1)
- Virtual Reality (1)
Tech mechanism
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- Remote learning (2)
Teacher Pedagogy
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- Flipped classroom (1)
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- Group learning (3)
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- Self-paced (no teacher) (1)
Research methods
Effect size/ heterogeneity
HIC/LMIC
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Geography if specific
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