Your search
Results 10 resources
-
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...
-
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...
-
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...
-
The present article attempts to reinterpret the findings of most recent studies investigating effect of using games for teaching purposes. A methodological approach combining a meta-analysis of quantitative data with qualitative ones was adopted in order to present the broadest picture of the current research on educational use of games. To this end, we conducted a meta-analysis of 180 effect size comparisons out of 154 empirical studies on the effect of both digital and non-digital games on...
-
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,...
-
Based on systematic research of studies published since the year 2000, this comprehensive metaanalysis investigated how the use of technology can enhance learning in secondary school mathematics and science (grade levels 5–13). All studies (k ¼ 92) compared learning outcomes of students using digital tools to those of a control group taught without the use of digital tools. Overall, digital tool use had a positive effect on student learning outcomes (g ¼ 0.65, p < .001). The provision of...
-
Clickers, formerly known as instant response systems, have gradually become an integral part of the classroom. Though several reviews on research into clicker-integrated instruction have been published within this decade, the controversy over whether clickerintegrated instruction is effective to enhance students' learning gains has not been settled because the early reviews mainly focus on students' perceptions toward and acceptance of clicker-integrated instruction. Furthermore, so far...
-
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...
Explore
Outcome measure
- Behaviour (1)
- Engagement (1)
- Learning
- Motivation (3)
Instructional domain (subject)
- Computing (1)
- Languages (1)
- Literacy (2)
- Mathematics (6)
- Multiple
- Science (5)
- Social Studies (3)
- STEM (4)
Education Level and Type
- High school 16-18 (4)
- K-12 (3)
- Middle school (2)
- Primary 7-10 (3)
- Secondary 11-16 (5)
- Tertiary (6)
Groups of students
- _No mention (5)
- Gifted students (1)
- typically-developing students (1)
School or home
- _No mention (2)
- Home (2)
- School (1)
Moderating variables
- Assessments (2)
- Class size (1)
- Country / culture (2)
- Design-type/ testing instruments (1)
- Feedback (1)
- Grade/education level (2)
- Length of time (5)
- Multiple exposures (3)
- Novelty Effect (1)
- Peer involvement/group learning (3)
- School-level factors (1)
- Student characteristics (4)
- Subject (3)
- Teacher involvement (1)
- Teacher pedagogy/implementation (1)
- Teacher professional development (1)
- Tech structure (6)
- Type of instruction methods (student/teacher centered) (2)
Tech Hardware
Tech Software
- Clicker-integrated instruction (1)
- Game learning (7)
- General apps (3)
- Serious games (3)
- Simulations (2)
- Tutorials (1)
- Virtual Reality (3)
Tech mechanism
Learning Approach
- _No mention (2)
- Classroom learning (2)
- Remote learning (1)
Teacher Pedagogy
- _No mention (2)
- Collaboration (1)
- Feedback (1)
- Game-based learning (3)
- Group learning (3)
- Peer learning (1)
- Scaffolding (1)
Research methods
Effect size/ heterogeneity
HIC/LMIC
- HIC (high income) (3)
- Mixture or unknown (6)
Quality of research
- High: 6+ (4)
- Medium: 4 or above (7)
Geography if specific
- _no mention (3)
- Mixture (2)
- Taiwan (1)
- Turkey (2)