ERIC Number: EJ1455829
Record Type: Journal
Publication Date: 2024
Pages: 23
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1049-4820
EISSN: EISSN-1744-5191
The Effect of Educational Mobile Games on Learning Performance: A Meta-Analysis and Research Synthesis
Interactive Learning Environments, v32 n10 p7278-7300 2024
While several studies have investigated the effects of educational games in education, less attention has been paid specifically to the effects of educational mobile games in education. To address this gap, this study conducted a meta-analysis and research synthesis of 38 studies (N = 3302 participants) to investigate the effects of educational mobile games on students' learning performance. The analysis included field of education, level of education, learning setting, intervention duration, and mobile device type as moderating variables of the obtained effects. The findings revealed that educational mobile games have a large effect (g = 0.97) on students' learning performance, with puzzle games having the largest effect (g = 1.32) on students' learning performance. Additionally, the analysis found that the obtained effect can be moderated by several variables, including field and level of education, learning setting, intervention duration, and mobile device type. The study findings can help various stakeholders (e.g. educators and game designers or developers) in choosing the appropriate educational mobile games by taking into consideration several related confounding factors.
Descriptors: Educational Games, Puzzles, Handheld Devices, Technology Uses in Education, Game Based Learning, Achievement Gains, Course Content, Knowledge Level, Classroom Environment, Time on Task, Teaching Methods
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research; Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A