A meta-analysis of the cognitive and motivational effects of serious games.

Resource type
Journal Article
Authors/contributors
Title
A meta-analysis of the cognitive and motivational effects of serious games.
Abstract
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 more effective in terms of learning (d ϭ 0.29, p Ͻ .01) and retention (d ϭ 0.36, p Ͻ .01), but they were not more motivating (d ϭ 0.26, p Ͼ .05) than conventional instruction methods. Additional moderator analyses on the learning effects revealed that learners in serious games learned more, relative to those taught with conventional instruction methods, when the game was supplemented with other instruction methods, when multiple training sessions were involved, and when players worked in groups.
Publication
Journal of Educational Psychology
Volume
105
Issue
2
Pages
249-265
Date
05/2013
Journal Abbr
Journal of Educational Psychology
Language
en
ISSN
1939-2176, 0022-0663
Accessed
27/09/2022, 11:58
Library Catalogue
DOI.org (Crossref)
Citation
Wouters, P., van Nimwegen, C., van Oostendorp, H., & van der Spek, E. D. (2013). A meta-analysis of the cognitive and motivational effects of serious games. Journal of Educational Psychology, 105(2), 249–265. https://doi.org/10.1037/a0031311
Outcome measure
Instructional domain (subject)
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