Learning effect for students with game-based learning on meta-analysis

Abstract

This meta-analysis employs a theoretical framework in quantitatively synthesizing empirical studies that investigate the effects of game-based learning versus classroom instruction on the student learning effect. Analyses of 14 journal papers with 21 studies on 946 students were conducted according to how media were used to support game-based learning. The results indicate that the effect sizes for synchronous game-based learning for the students' study were consistent and significantly different from zero. The highest effect size is the learning performance (case 1), and the lowest effect size the learning outcome (case 1), although all the studies were the significance. Follow-up analysis of game-based learning findings was framed in terms of some patterns of interaction with the learning effect including learning performance, learning outcome, and knowledge test and so on.

A Game-Based Learning System Using the Graduated-Interval Recall Method to Optimize Learners Review Strategy in Real Time

“…Many educators and instructional designers have been developing and using digital games in schools, universities, and commercial applications to promote learning achievement. [1]. Game-based learning systems have been used to enhance learning effectiveness in various ways [2,3,4].…”