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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...
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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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Outcome measure
- Learning (6)
Instructional domain (subject)
- Languages (1)
- Literacy (1)
- Mathematics (1)
- Multiple
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Education Level and Type
- K-12 (5)
- Primary 7-10 (1)
- Secondary 11-16 (1)
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Groups of students
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- Low socio-economic status (1)
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School or home
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Moderating variables
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- Type of knowledge or task (exposing, procedural, active, etc (1)
Tech Hardware
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Tech Software
Tech mechanism
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- Virtual pen and notetaking (1)
Learning Approach
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- Classroom learning (4)
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Teacher Pedagogy
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- Feedback (2)
- Flipped classroom (1)
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- PC mixed with real objects (2)
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- Project-based learning (1)
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Research methods
Effect size/ heterogeneity
HIC/LMIC
- HIC (high income) (3)
- Mixture or unknown (3)
Quality of research
- High: 6+ (2)
- Low: 3 or below (1)
- Medium: 4 or above (3)