ERIC Number: EJ1090510
Record Type: Journal
Publication Date: 2016-Mar
Pages: 44
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0034-6543
EISSN: N/A
Digital Games, Design, and Learning: A Systematic Review and Meta-Analysis
Clark, Douglas B.; Tanner-Smith, Emily E.; Killingsworth, Stephen S.
Review of Educational Research, v86 n1 p79-122 Mar 2016
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.
Descriptors: 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
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A