Effects of Digital Games on Student Motivation in Mathematics: A Meta-Analysis in K-12

Autor/inn/en	Fadda, Daniela; Pellegrini, Marta; Vivanet, Giuliano; Zandonella Callegher, Claudio
Titel	Effects of Digital Games on Student Motivation in Mathematics: A Meta-Analysis in K-12
Quelle	In: Journal of Computer Assisted Learning, 38 (2022) 1, S.304-325 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fadda, Daniela)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-4909
DOI	10.1111/jcal.12618
Schlagwörter	Educational Technology; Technology Uses in Education; Video Games; Student Motivation; Mathematics Instruction; Elementary Secondary Education; Program Effectiveness; Student Characteristics; Intervention; Effect Size; Teaching Methods + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Video game; Videospiel; Videospiele; Schulische Motivation; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Background: Motivation is an important factor in the learning process and supporting students' motivation in mathematics is a significant challenge for educators. Educational technologies, such as digital games, offer potential for engagement in mathematics learning activities. Objectives: To contrast the general decrement in student motivation in mathematics, a multilevel meta-analysis was carried out to synthesize the results of studies concerning the impact of digital games on K-12 student motivation in mathematics. Methods: Standardized measure of effect size (dppc2) for pre- post-control group designs was used, and different sources of dependency among the effects were taken into account. Moreover, through meta-regressions, we examined whether specific characteristics of the participants, interventions and outcomes were associated with effect size differences throughout the studies. Results and Conclusions: A total of 20 primary studies (43 effect sizes) meeting eligibility criteria was included. Results showed a significant overall effect (dppc2 = 0.27; 95%CI = [0.14; 0.41]) and a great heterogeneity between studies. Moderator analyses showed differences in effect size associated to the duration of intervention and motivational construct in terms of expectancy and value. Implications: Overall, the findings indicate that digital games are effective tools compared to conventional teaching practices. The results are promising and could be useful for the design of digital educational interventions aimed at promoting motivation in mathematics. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01