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ERIC Number: EJ1414745
Record Type: Journal
Publication Date: 2024
Pages: 35
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0034-6543
EISSN: EISSN-1935-1046
The Effect of Digital Game-Based Learning Interventions on Cognitive, Metacognitive, and Affective-Motivational Learning Outcomes in School: A Meta-Analysis
Nathalie Barz; Manuela Benick; Laura Dörrenbächer-Ulrich; Franziska Perels
Review of Educational Research, v94 n2 p193-227 2024
Digital game-based learning (DGBL) interventions can be superior to traditional instruction methods for learning, but previous meta-analyses covered a huge period and included a variety of different target groups, limiting the results' transfer on specific target groups. Therefore, the aim of this meta-analysis is a theory-based examination of DGBL interventions' effects on different learning outcomes (cognitive, metacognitive, affective-motivational) in the school context, using studies published between 2015 and 2020 and meta-analytic techniques (including moderator analyses) to examine the effectiveness of DGBL interventions compared to traditional instruction methods. Results from random-effects models revealed a significant medium effect for overall learning (g = 0.54) and cognitive learning outcomes (g = 0.67). Also found were a small effect for affective-motivational learning outcomes (g = 0.32) and no significant effect for metacognitive learning outcomes. Additionally, there was no evidence of publication bias. Further meta-regression models did not reveal evidence of moderating personal, environmental, or confounding factors. The findings partially support the positive impact of DGBL interventions in school, and the study addresses its practical implications.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://bibliotheek.ehb.be:2993
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A