Your search
Results 4 resources
-
In this meta-analysis, we systematically reviewed research on digital games and learning for K–16 students. We synthesized comparisons of game versus nongame conditions (i.e., media comparisons) and comparisons of augmented games versus standard game designs (i.e., value-added comparisons). We used random-effects meta-regression models with robust variance estimates to summarize overall effects and explore potential moderator effects. Results from media comparisons indicated that digital...
-
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...
-
This paper examines the literature on computer games and serious games in regard to the potential positive impacts of gaming on users aged 14 years or above, especially with respect to learning, skill enhancement and engagement. Search terms identified 129 papers reporting empirical evidence about the impacts and outcomes of computer games and serious games with respect to learning and engagement and a multidimensional approach to categorizing games was developed. The findings revealed that...
-
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...
Explore
Outcome measure
- Behaviour (1)
- Learning
- Motivation (2)
Instructional domain (subject)
Education Level and Type
- ECE 0-7 (1)
- High school 16-18 (2)
- Informal education (1)
- K-12 (3)
- Primary 7-10 (1)
- Secondary 11-16 (3)
- Tertiary (4)
Groups of students
- At-risk (1)
School or home
- _No mention (1)
- Home (1)
- School (1)
Moderating variables
Tech Hardware
- Computer (3)
- Mobile/Smartphone (1)
- Multimedia (1 or more) (3)
Tech Software
- Game learning (3)
- Serious games (2)
- Simulations (2)
- Virtual Reality (1)
Tech mechanism
Learning Approach
- _No mention (2)
- Remote learning (1)
Teacher Pedagogy
- Collaboration (1)
- Game-based learning
- Group learning (2)
- Scaffolding (1)
Research methods
Effect size/ heterogeneity
HIC/LMIC
Quality of research
- High: 6+ (2)
- Medium: 4 or above (3)
Geography if specific
- _no mention (1)