Effects of digital games on student motivation in mathematics: A meta‐analysis in K‐12

Fadda, Daniela; Pellegrini, Marta; Vivanet, Giuliano; Callegher, Claudio Zandonella

doi:10.1111/jcal.12618

Cited by 45 publications

(26 citation statements)

References 89 publications

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“…In this study, students' EL decreased and GL increased but correlation between EL and GL was not observed, indicating that the personalized RPG environment constructed in this study has the potential of motivating students and promote sufficient GL investment in efficient learning. This echoes previous empirical studies (e.g., Fadda et al, 2022;Westera, 2019;Yu et al, 2021) as well as related theoretical discussions regarding motivational effects on cognitive load proposed by Paas et al (2005). These findings also align with the cognitive load theory (Kalyuga, 2009;Sweller, 2010Sweller, , 2020 that IL is determined by the learning content and cannot be altered by instructional design.…”

Section: Discussionsupporting

confidence: 89%

Incorporating personalized learning in a role-playing game environment via SID model: a pilot study of impact on learning performance and cognitive load

Lin

2022

Smart Learn. Environ.

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While role-playing games and personalized learning have been regarded as effective tools to improve students’ learning, incorporating personalized learning into role-playing games is challenging and approaches are limited to cognitive and motivational variables. Aiming at expanding approaches to incorporate personalization into role-playing games, this study included affective and cognitive variables to develop a personalized role-playing game, guiding by the situational design model. A pilot study was conducted to examine the effectiveness of the game on students’ learning performance and cognitive load. Results showed that personalized role-playing game environment was effective in improving students’ performance, reducing extraneous load, and promoting germane load. This study also found that although decreased extraneous load, could leave students more GL capacity for efficient learning, this would not necessarily lead to performance improvement. Students need to be motivated to invest sufficient germane load to actively process the learning materials and thus, improve performance. The findings have several implications for future research designing personalized educational games aimed to promote efficient learning.

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Section: Discussionsupporting

confidence: 89%

Incorporating personalized learning in a role-playing game environment via SID model: a pilot study of impact on learning performance and cognitive load

Lin

2022

Smart Learn. Environ.

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“…Apart from gaining knowledge and skills, studies also reported improvement in motivation and interest in mathematics (Higgins et. al., 2019 ; Fadda et al, 2022 ) and increased positive achievement emotions towards several subjects during interventions using educational games (Lei et al, 2022a ). Chen et al ( 2022a ) also reported a small but positive effect of digital health approaches in bullying and cyberbullying interventions with K-12 students, demonstrating that technology-based approaches can help reduce bullying and related consequences by providing emotional support, empowerment, and change of attitude.…”

Section: Resultsmentioning

confidence: 99%

Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review

et al. 2022

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Digital technologies have brought changes to the nature and scope of education and led education systems worldwide to adopt strategies and policies for ICT integration. The latter brought about issues regarding the quality of teaching and learning with ICTs, especially concerning the understanding, adaptation, and design of the education systems in accordance with current technological trends. These issues were emphasized during the recent COVID-19 pandemic that accelerated the use of digital technologies in education, generating questions regarding digitalization in schools. Specifically, many schools demonstrated a lack of experience and low digital capacity, which resulted in widening gaps, inequalities, and learning losses. Such results have engendered the need for schools to learn and build upon the experience to enhance their digital capacity and preparedness, increase their digitalization levels, and achieve a successful digital transformation. Given that the integration of digital technologies is a complex and continuous process that impacts different actors within the school ecosystem, there is a need to show how these impacts are interconnected and identify the factors that can encourage an effective and efficient change in the school environments. For this purpose, we conducted a non-systematic literature review. The results of the literature review were organized thematically based on the evidence presented about the impact of digital technology on education and the factors that affect the schools’ digital capacity and digital transformation. The findings suggest that ICT integration in schools impacts more than just students’ performance; it affects several other school-related aspects and stakeholders, too. Furthermore, various factors affect the impact of digital technologies on education. These factors are interconnected and play a vital role in the digital transformation process. The study results shed light on how ICTs can positively contribute to the digital transformation of schools and which factors should be considered for schools to achieve effective and efficient change.

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“…Research on how digital tools influence students’ outcomes is part of a relevant and growing stream of academic literature. The possibilities offered by technology in the educational setting are multiple: game-based activities [ 23 ], virtual laboratories [ 24 ] or computed-based scaffolding [ 25 ] represent only a small fraction of possible applications. Due to the diversity in the available digital tools, evidence on the effectiveness in terms of students’ outcomes is mixed, usually showing positive but modest effects [ 26 ].…”

Section: Relevant Literaturementioning

confidence: 99%

The educational effects of emergency remote teaching practices—The case of covid-19 school closure in Italy

et al. 2023

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The disruption caused by the Covid-19 pandemic generated an unprecedented situation, in which digital learning, in the form of Emergency Remote Teaching, was the only possible form of schooling. Italy soon decided to close schools as a measure to counter the spread of the virus. Although the Ministry of Education suggested general guidelines, school principals and teachers were autonomous in deciding how to best organise their educational activities. The first objective of our study is to identify subgroups of teachers, based on the use of digital tools during the Covid-19 emergency. Secondly, we explore how subgroups differ in terms of teachers’ satisfaction and students’ performance. To this end, we integrate information from an ad hoc survey completed by 1,407 primary and lower secondary teachers in Italy, with the students’ standardised test scores provided by INVALSI. Data have been analysed through a 3-step latent class analysis. The findings reveal that one third of the teachers showed resistance to the use of digital technologies and focused mainly on asynchronous teaching. Teachers that used a broader set of digital instruments, instead, were more satisfied with their teaching practices. A more articulated use of technology for teaching activities was also positively associated with higher students’ performance in 2021.

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Effects of digital games on student motivation in mathematics: A meta‐analysis in K‐12

Cited by 45 publications

References 89 publications

Incorporating personalized learning in a role-playing game environment via SID model: a pilot study of impact on learning performance and cognitive load

Incorporating personalized learning in a role-playing game environment via SID model: a pilot study of impact on learning performance and cognitive load

Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review

The educational effects of emergency remote teaching practices—The case of covid-19 school closure in Italy

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