Journal
REVIEW OF EDUCATIONAL RESEARCH
Volume 86, Issue 1, Pages 79-122Publisher
SAGE PUBLICATIONS INC
DOI: 10.3102/0034654315582065
Keywords
digital games; learning; meta-analysis; systematic review
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Funding
- Games Learning and Assessment Lab-Research (GlassLab-Research) grant from The Bill and Melinda Gates Foundation
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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) over 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) over 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.
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