A Meta-Analysis of Research on Digital Game-Based Science Learning

Autor/inn/en	Tsai, Yu-Ling; Tsai, Chin-Chung
Titel	A Meta-Analysis of Research on Digital Game-Based Science Learning
Quelle	In: Journal of Computer Assisted Learning, 36 (2020) 3, S.280-294 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tsai, Yu-Ling) ORCID (Tsai, Chin-Chung)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-4909
DOI	10.1111/jcal.12430
Schlagwörter	Game Based Learning; Science Instruction; Teaching Methods; Educational Games; Educational Technology; Technology Uses in Education; Program Effectiveness; Knowledge Level; Student Needs; Age Differences + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Educational game; Lernspiel; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Wissensbasis; Age; Difference; Age difference; Altersunterschied
Abstract	This meta-analysis investigates the relative effectiveness of game-based science learning against other instructional methods (Gameplay design) as well as against science game variants enriched with mechanisms (Game-mechanism design). An overall medium effect size for Gameplay design (k = 14, N[subscript es] = 14, g[subscript RE] = 0.646, p = 0.000), and an overall small-to-medium effect size for Game-mechanism design (k = 12, N[subscript es] = 13, adjusted g[subscript RE] = 0.270, p = 0.001) are reported. Further, the results of subgroup analyses suggest that students across educational levels all significantly benefit from game-based science learning although there is no significant difference between the subgroup mean effects. Further, learning and gaming mechanisms play equal roles significantly increasing students' scientific knowledge gains. With these promising results, however, high variance within the subgroups of educational levels and those of gaming mechanisms indicate that gaming mechanisms should be developed with care to meet students' different needs in different educational levels. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01