Digital Games, Design, and Learning: A Systematic Review and Meta-Analysis

Autor/inn/en	Clark, Douglas B.; Tanner-Smith, Emily E.; Killingsworth, Stephen S.
Titel	Digital Games, Design, and Learning: A Systematic Review and Meta-Analysis
Quelle	In: Review of Educational Research, 86 (2016) 1, S.79-122 (44 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-6543
DOI	10.3102/0034654315582065
Schlagwörter	Educational Games; Computer Games; Meta Analysis; Multiple Regression Analysis; Robustness (Statistics); Value Added Models; Instructional Design; Educational Benefits; Affordances; Hypothesis Testing; Learning Processes; Outcomes of Education; Elementary Secondary Education; Higher Education; Effect Size; Coding + Suchen Sie Ihr Suchwort? Educational game; Lernspiel; Computer game; Computerspiel; Computerspiele; Meta-analysis; Metaanalyse; Widerstandsfähigkeit; Lesson concept; Lessonplan; Unterrichtsentwurf; Bildungsertrag; Hypothesenprüfung; Hypothesentest; Learning process; Lernprozess; Lernleistung; Schulerfolg; Hochschulbildung; Hochschulsystem; Hochschulwesen; Codierung; Programmierung
Abstract	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 games significantly enhanced student learning relative to nongame conditions (g[bar]= 0.33, 95% confidence interval [0.19, 0.48], k = 57, n = 209). Results from value-added comparisons indicated significant learning benefits associated with augmented game designs ( g [bar]= 0.34, 95% confidence interval [0.17, 0.51], k = 20, n = 40). Moderator analyses demonstrated that effects varied across various game mechanics characteristics, visual and narrative characteristics, and research quality characteristics. Taken together, the results highlight the affordances of games for learning as well as the key role of design beyond medium. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01