Your search
Results 5 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...
-
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...
-
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...
Explore
Outcome measure
- Learning (5)
Instructional domain (subject)
- Computing (1)
- Languages (1)
- Literacy (1)
- Mathematics (4)
- Multiple (5)
- Science (4)
- Social Studies (2)
- STEM (2)
Education Level and Type
- High school 16-18 (2)
- K-12 (1)
- Middle school (1)
- Primary 7-10 (2)
- Secondary 11-16 (3)
- Tertiary (1)
Groups of students
- _No mention (3)
- Gifted students (1)
- typically-developing students (1)
School or home
- _No mention (2)
- Home (1)
Moderating variables
- Assessments (1)
- Class size (1)
- Country / culture (1)
- Design-type/ testing instruments (1)
- Grade/education level (1)
- Length of time (3)
- Peer involvement/group learning (1)
- School-level factors (1)
- Student characteristics (4)
- Subject (1)
- Teacher involvement (1)
- Teacher pedagogy/implementation (1)
- Teacher professional development (1)
- Tech structure
- Type of instruction methods (student/teacher centered) (1)
Tech Hardware
- Computer (2)
- Multimedia (1 or more) (5)
Tech Software
- Game learning
- General apps (3)
- Serious games (1)
- Simulations (1)
- Tutorials (1)
- Virtual Reality (2)
Tech mechanism
Learning Approach
- _No mention (2)
- Classroom learning (1)
Teacher Pedagogy
- _No mention (2)
- Collaboration (1)
- Game-based learning (1)
- Group learning (1)
- Scaffolding (1)
Research methods
Effect size/ heterogeneity
HIC/LMIC
- HIC (high income) (2)
- Mixture or unknown (4)
Quality of research
- High: 6+ (3)
- Medium: 4 or above (2)
Geography if specific
- _no mention (2)
- Mixture (2)
- Taiwan (1)
- Turkey (1)