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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...
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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...
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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...
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This research aims to investigate the effect of computer-based teaching (CBT) on students’ academic success. The research used a meta-analytic method to reach a general conclusion by statistically calculating the results of a number of independent studies. In total, 78 studies (62 master’s theses, 4 PhD theses, and 12 articles) concerning this issue were researched based on the literature review of the articles and theses which involved pre-test and post-test control groups and were...
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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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We performed searches in referenced databases such as ScienceDirect and PubMed for articles published from 2007 to 2011 in scientific journals or as proceedings of conferences and symposia and relating primarily to the fields of cognitive science, psychology, human–computer interaction and education, but also other scientific fields such as medicine or engineering in which training has been performed using SGs or VGs.
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This systematic review evaluates interventions using active video games (AVGs) to increase physical activity and summarizes laboratory studies quantifying intensity of AVG play among children and adults. Databases (Cochrane Library, PsychInfo, PubMed, SPORTDiscus, Web of Science) and forward citation and reference list searches were used to identify peer-reviewed journal articles in English through March 2011. Studies that used off-the-shelf AVGs to increase physical activity with...
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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...
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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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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...
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Outcome measure
- Behaviour (2)
- Engagement (2)
- Learning (11)
- Motivation (3)
Instructional domain (subject)
- Computing (1)
- Languages (1)
- Literacy (2)
- Mathematics (4)
- Multiple (9)
- Physical activity (1)
- Science (2)
- Social Studies (1)
- STEM (2)
Education Level and Type
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- High school 16-18 (5)
- Informal education (3)
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- Middle school (1)
- Primary 7-10 (5)
- Secondary 11-16 (5)
- Tertiary (7)
Groups of students
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- At-risk (1)
- Gifted students (1)
- Learning difficulties (2)
- Low-performing (2)
- SEND (1)
School or home
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- Home (3)
- School (4)
Moderating variables
- __ no obvious moderating variables (1)
- Assessments (1)
- Attainment level of students (1)
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- Country / culture (1)
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- Teacher pedagogy/implementation (1)
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- Type of instruction methods (student/teacher centered) (2)
- Type of knowledge or task (exposing, procedural, active, etc (1)
Tech Hardware
- Computer (6)
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- Multimedia (1 or more) (6)
- Tablet (1)
Tech Software
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- Computer-Based Teaching (CBT) (2)
- Digital Media (audiovisuals) (1)
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Tech mechanism
- Cooperative learning (e.g. discussion areas) (2)
- Direct instruction (1)
- Drill and practice (1)
- Feedback (6)
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Gamification
- Cognitive processes (3)
- Role play (1)
- Simulation (4)
- Graphic modelling (1)
- Instructional supports/Demos: worked out examples (2)
- Multimedia effects (2)
- Personalization effect (2)
- Scaffolding/Varying difficulty levels (4)
Learning Approach
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- Classroom learning (2)
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Teacher Pedagogy
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- Collaboration (2)
- Feedback (1)
- Game-based learning (6)
- Group learning (2)
- PC mixed with real objects (1)
- Scaffolding (1)
Research methods
Effect size/ heterogeneity
HIC/LMIC
- HIC (high income) (3)
- Mixture or unknown (9)
Quality of research
- High: 6+ (5)
- Low: 3 or below (1)
- Medium: 4 or above (7)