Effects of Game-Based Learning on Students' Mathematics Achievement: A Meta-Analysis

Autor/inn/en	Tokac, Umit; Novak, Elena; Thompson, Christopher G.
Titel	Effects of Game-Based Learning on Students' Mathematics Achievement: A Meta-Analysis
Quelle	In: Journal of Computer Assisted Learning, 35 (2019) 3, S.407-420 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tokac, Umit)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-4909
DOI	10.1111/jcal.12347
Schlagwörter	Meta Analysis; Mathematics Instruction; Mathematics Achievement; Teaching Methods; Video Games; Elementary Secondary Education; Comparative Analysis; Conventional Instruction; Effect Size; Achievement Gains; Instructional Program Divisions; Intervention; Instructional Effectiveness; Preschool Education; Computer Games; Computer Assisted Instruction + Suchen Sie Ihr Suchwort? Meta-analysis; Metaanalyse; Mathematics lessons; Mathematikunterricht; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Video game; Videospiel; Videospiele; Achievement gain; Leistungssteigerung; Unterrichtserfolg; Pre-school education; Vorschulerziehung; Computer game; Computerspiel; Computerspiele; Computer based training; Computerunterstützter Unterricht
Abstract	This meta-analysis investigated the effects of learning video games on mathematics achievement of PreK-12th-grade students compared with traditional classroom instructional methods. Results from the 24 collected studies showed heterogeneity among effect sizes, both in magnitude and direction. Using a random effects model, a small but marginally significant overall effect ([d-bar][subscript RE]=0.13, p=0.02) suggested that mathematics video games contributed to higher learning gains as compared with traditional instructional methods. In addition, moderator analyses were mixed in terms of statistical significance and explored effect-size heterogeneity across effects using grade level, instrument type, length of game-based intervention, country, publication type, and study year characteristics. Overall findings indicate that video games are a slightly effective instructional strategy for teaching mathematics across PreK-12th-grade levels. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01