Effects of Game-Based Learning on Students' Achievement in Science: A Meta-Analysis

Autor/inn/en	Lei, Hao; Chiu, Ming Ming; Wang, Danyi; Wang, Chenxin; Xie, Tongwei
Titel	Effects of Game-Based Learning on Students' Achievement in Science: A Meta-Analysis
Quelle	In: Journal of Educational Computing Research, 60 (2022) 6, S.1373-1398 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lei, Hao)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0735-6331
DOI	10.1177/07356331211064543
Schlagwörter	Game Based Learning; Science Achievement; Meta Analysis; Elementary Secondary Education; Higher Education; Intervention; Instructional Effectiveness; Effect Size + Suchen Sie Ihr Suchwort? Meta-analysis; Metaanalyse; Hochschulbildung; Hochschulsystem; Hochschulwesen; Unterrichtserfolg
Abstract	This meta-analysis examines the effects of game-based learning (GBL), compared with traditional instructional methods, on the science achievement of students, ranging from primary school to university. Results from the 41 primary studies of 6256 participants showed heterogeneity among effect sizes. The random effects model results showed a positive effect (g = 0.705, 95% CI = [0.603, 0.807], p < 0.001), suggesting that students learned substantially more via GBL than traditional instruction. Additionally, moderation analysis found that the link between GBL and science achievement was stronger (a) among students in Eastern countries than Western countries; (b) among primary school students than undergraduates, junior or senior secondary school students; (c) on quizzes, final exams, and course grades than assignment scores; (d) for interventions between 4 hours and 1 week, smaller for those less than 4 hours, and smallest for those over 1 week; and (e) slightly in later publication years. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01