Your search
Results 7 resources
-
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...
-
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)
- Engagement (1)
- Learning (7)
- Motivation (3)
Instructional domain (subject)
- Literacy (2)
- Mathematics (2)
- Multiple (5)
- STEM (1)
Education Level and Type
- ECE 0-7 (2)
- High school 16-18 (3)
- Informal education (1)
- K-12 (3)
- Primary 7-10 (3)
- Secondary 11-16 (4)
- Tertiary (4)
Groups of students
- _No mention (1)
- At-risk (1)
- Learning difficulties (2)
- Low-performing (2)
- SEND (1)
School or home
- _No mention (1)
- Home (1)
- School (2)
Moderating variables
- __ no obvious moderating variables (1)
- Attainment level of students (1)
- Country / culture (1)
- Gender (1)
- Length of time (1)
- Multiple exposures (2)
- Peer involvement/group learning (2)
- Student characteristics (1)
- Subject (1)
- Teacher involvement (1)
- Tech structure (1)
- Type of instruction methods (student/teacher centered) (1)
Tech Hardware
- Computer (3)
- Handheld device (1)
- Mobile/Smartphone (1)
- Multimedia (1 or more) (3)
- Tablet (1)
Tech Software
- Augmented Reality (1)
- Building blocks (1)
- Computer-Assisted Instruction (CAI) (1)
- Computer-Based Teaching (CBT) (1)
- Digital Media (audiovisuals) (1)
- Game learning (5)
- General apps (1)
- Graphic organisers/Visualisations (1)
- Serious games (2)
- Simulations (3)
- Tutorials (1)
- Virtual manipulatives (1)
- Virtual Reality (1)
Tech mechanism
- Cooperative learning (e.g. discussion areas) (1)
- Direct instruction (1)
- Drill and practice (1)
- Feedback (3)
-
Gamification
- Cognitive processes (2)
- Role play (1)
- Simulation (4)
- Graphic modelling (1)
- Instructional supports/Demos: worked out examples (2)
- Multimedia effects (1)
- Personalization effect (1)
- Scaffolding/Varying difficulty levels (2)
Learning Approach
- _No mention (2)
- Remote learning (1)
Teacher Pedagogy
- Collaboration (1)
- Feedback (1)
- Game-based learning (3)
- Group learning (2)
- PC mixed with real objects (1)
Research methods
Effect size/ heterogeneity
HIC/LMIC
- HIC (high income) (2)
- Mixture or unknown (4)