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In this paper a quantitative meta-analysis by systematically review is designed and the impacts of digital games in education is analyzed. A major purpose of this literature review and meta-analysis are to define/identify policy and practice based on existing studies and also their impact compare to traditional lecture. This meta-analysis is performed to understand how games based learning can affect students’ knowledge and skills. Several provoking conclusions in the terms of “Game-based...
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This report presents an overview of the process and initial findings of a systematic review and meta-analysis of the literature on computer simulations for K–12 science, technology, engineering, and mathematics (STEM) learning topics. Both quantitative and qualitative research studies on the effects of simulation in STEM were reviewed. Studies that reported effect size measures or the data to calculate effect sizes were included in the meta-analysis. Important moderating factors related to...
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The purpose of this meta-analysis is to examine overall effect as well as the impact of selected instructional design principles in the context of virtual reality technology-based instruction (i.e. games, simulation, virtual worlds) in K-12 or higher education settings. A total of 13 studies (N ¼ 3081) in the category of games, 29 studies (N ¼ 2553) in the category of games, and 27 studies (N ¼ 2798) in the category of virtual worlds were meta-analyzed. The key inclusion criteria were that...
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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...
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Outcome measure
- Attitudes (1)
- Behaviour (1)
- Learning
- Motivation (1)
Instructional domain (subject)
- Mathematics (1)
- Multiple (3)
- STEM (1)
Education Level and Type
- K-12 (3)
- Primary 7-10 (1)
- Secondary 11-16 (1)
- Tertiary (2)
Groups of students
- Learning difficulties (1)
- Low-performing (1)
School or home
- _No mention (1)
- Home (1)
- School (2)
Moderating variables
- Assessments (1)
- Attainment level of students (1)
- Design-type/ testing instruments (1)
- Feedback (2)
- Length of time (2)
- Novelty Effect (1)
- Peer involvement/group learning (2)
- Student characteristics (1)
- Teacher involvement (2)
- Tech structure (1)
- Type of instruction methods (student/teacher centered) (1)
- Type of knowledge or task (exposing, procedural, active, etc (1)
Tech Hardware
- Computer (4)
- Mobile/Smartphone (1)
- Multimedia (1 or more) (1)
Tech Software
Tech mechanism
Learning Approach
- _No mention (1)
- Classroom learning (2)
- Remote learning (1)
Teacher Pedagogy
- Collaboration (2)
- Game-based learning (1)
- Peer learning (1)
- Scaffolding (1)
Research methods
Effect size/ heterogeneity
HIC/LMIC
Quality of research
- High: 6+ (2)
- Medium: 4 or above (2)