Digital Games, Design, and Learning: A Systematic Review and Meta-Analysis

In this meta-analysis, we systematically reviewed research on digital games and learning for K–16 students. We synthesized comparisons of game versus nongame conditions (i.e., media comparisons) and comparisons of augmented games versus standard game designs (i.e., value-added comparisons). We used...

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Detalles Bibliográficos
Autores principales: Clark, Douglas B., Tanner-Smith, Emily E., Killingsworth, Stephen S.
Formato: Online Artículo Texto
Lenguaje:English
Publicado: SAGE Publications 2016
Materias:
Article
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4748544/
https://www.ncbi.nlm.nih.gov/pubmed/26937054
http://dx.doi.org/10.3102/0034654315582065

Internet

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4748544/
https://www.ncbi.nlm.nih.gov/pubmed/26937054
http://dx.doi.org/10.3102/0034654315582065

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