The Gamification of Learning: A Meta-Analysis

Autor/inn/en	Sailer, Michael; Homner, Lisa
Titel	The Gamification of Learning: A Meta-Analysis
Quelle	In: Educational Psychology Review, 32 (2020) 1, S. 77-112Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sailer, Michael)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-726X
DOI	10.1007/s10648-019-09498-w
Schlagwörter	Forschungsbericht; Educational Games; Game Based Learning; Cognitive Processes; Student Motivation; Student Behavior; Outcomes of Education; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Educational game; Lernspiel; Cognitive process; Kognitiver Prozess; Schulische Motivation; Student behaviour; Schülerverhalten; Lernleistung; Schulerfolg; Unterrichtserfolg
Abstract	This meta-analysis was conducted to systematically synthesize research findings on effects of gamification on cognitive, motivational, and behavioral learning outcomes. Results from random effects models showed significant small effects of gamification on cognitive (g = 0.49, 95% CI [0.30, 0.69], k = 19, N = 1686), motivational (g = 0.36, 95% CI [0.18, 0.54], k = 16, N = 2246), and behavioral learning outcomes (g = 0.25, 95% CI [0.04, 0.46], k = 9, N = 951). Whereas the effect of gamification on cognitive learning outcomes was stable in a subsplit analysis of studies employing high methodological rigor, effects on motivational and behavioral outcomes were less stable. Given the heterogeneity of effect sizes, moderator analyses were conducted to examine "inclusion of game fiction, social interaction, learning arrangement of the comparison group," as well as situational, contextual, and methodological moderators, namely, "period of time, research context, randomization, design," and "instruments." Inclusion of game fiction and social interaction were significant moderators of the effect of gamification on behavioral learning outcomes. Inclusion of game fiction and combining competition with collaboration were particularly effective within gamification for fostering behavioral learning outcomes. Results of the subsplit analysis indicated that effects of competition augmented with collaboration might also be valid for motivational learning outcomes. The results suggest that gamification as it is currently operationalized in empirical studies is an effective method for instruction, even though factors contributing to successful gamification are still somewhat unresolved, especially for cognitive learning outcomes. (As Provided).
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Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01