Game-Based Learning Has Good Chemistry with Chemistry Education: A Three-Level Meta-Analysis

Autor/inn/en	Hu, Yuanyuan; Gallagher, Timothy; Wouters, Pieter; Schaaf, Marieke; Kester, Liesbeth
Titel	Game-Based Learning Has Good Chemistry with Chemistry Education: A Three-Level Meta-Analysis
Quelle	In: Journal of Research in Science Teaching, 59 (2022) 9, S.1499-1543 (45 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hu, Yuanyuan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4308
DOI	10.1002/tea.21765
Schlagwörter	Game Based Learning; Teaching Methods; Chemistry; Science Instruction; Instructional Design; Research Reports; Comparative Analysis; Schemata (Cognition); Instructional Effectiveness; Outcomes of Education; Emotional Response; Learning Motivation; Correlation; Effect Size + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Chemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Lesson concept; Lessonplan; Unterrichtsentwurf; Research report; Forschungsbericht; Cognition; Schema; Kognition; Unterrichtserfolg; Lernleistung; Schulerfolg; Emotionales Verhalten; Motivation for studies; Lernmotivation; Korrelation
Abstract	Game-based learning (GBL) may address the unique characteristics of a single subject such as chemistry. Previous systematic reviews on the effects of GBL have yielded contradictory results concerning cognitive and motivational outcomes. This meta-analysis aims to: (a) estimate the overall effect size of GBL in chemistry education on cognitive, motivational, and emotional outcomes compared with non-GBL (i.e., media comparison); (b) examine possible moderators of the effects; and (c) identify the more effective game design and instructional design features (i.e., value-added comparison). We screened 842 articles and included 34 studies. This study is the first GBL meta-analysis that employed a three-level random-effects model for the overall effects. Moderator analysis used a mixed-effects meta-regression model. Results from the media comparison suggest chemistry GBL was more effective for cognition (g = 0.70, k = 30, N = 4155), retention (g = 0.59, k = 20, N = 2860), and motivation (g = 0.35, k = 7, N = 974) than non-GBL and the substantial heterogeneity (I[subscript 2] = 86%) for cognitive outcomes. No study reported emotional outcomes, and studies considering value-added comparisons of GBL with versus without specific design features (k = 3) were too few to perform a meta-analysis. Moderator analyses implied that except for publication source and sample size, no other moderator was related to effect sizes. There may be the small-study effects, particularly publication bias. Although we conclude that GBL enhances chemistry learning more than non-GBL, the results also make clear that additional high-quality value-added research is needed to identify design guidelines that may further improve chemistry GBL. More GBL meta-analyses on subjects other than chemistry are also needed. As the first GBL meta-analysis that emphasizes emotion, we call for more research on emotion and on relationships between cognition, motivation, and emotion in GBL. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01