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 education” have been derived. This paper investigates the effectiveness of computer-based instructional games which have been emerged from a comparative analysis with 30 instructional gaming studies and are discussed with the support of appropriate tables. This meta-analysis can influence academicians as an earlier step to rethink delivery approach in traditional pedagogy and identification of benefits of digital game in education.

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