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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,...
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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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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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Outcome measure
- Behaviour (1)
- Engagement (1)
- Learning (3)
- Motivation (2)
Instructional domain (subject)
- Literacy (1)
- Mathematics (1)
- Multiple (3)
- Science (1)
- Social Studies (1)
Education Level and Type
- High school 16-18 (3)
- Informal education (1)
- K-12 (1)
- Middle school (2)
- Primary 7-10 (2)
- Secondary 11-16 (3)
- Tertiary (3)
Groups of students
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School or home
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- Home (1)
Moderating variables
Tech Hardware
- Computer (1)
- Mobile/Smartphone (1)
- Multimedia (1 or more) (3)
Tech Software
- Game learning (2)
- General apps (1)
- Serious games
- Simulations (1)
- Virtual Reality (1)
Tech mechanism
Learning Approach
- Remote learning (1)
Teacher Pedagogy
- _No mention (1)
- Game-based learning (3)
- Group learning (2)
Research methods
Effect size/ heterogeneity
HIC/LMIC
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- Mixture or unknown (3)
Quality of research
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- Low: 3 or below (1)
- Medium: 4 or above (3)
Geography if specific
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