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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...
Autores principales: | , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
SAGE Publications
2016
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Materias: | |
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 |
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author | Clark, Douglas B. Tanner-Smith, Emily E. Killingsworth, Stephen S. |
author_facet | Clark, Douglas B. Tanner-Smith, Emily E. Killingsworth, Stephen S. |
author_sort | Clark, Douglas B. |
collection | PubMed |
description | 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 random-effects meta-regression models with robust variance estimates to summarize overall effects and explore potential moderator effects. Results from media comparisons indicated that digital games significantly enhanced student learning relative to nongame conditions ([Formula: see text] = 0.33, 95% confidence interval [0.19, 0.48], k = 57, n = 209). Results from value-added comparisons indicated significant learning benefits associated with augmented game designs ([Formula: see text] = 0.34, 95% confidence interval [0.17, 0.51], k = 20, n = 40). Moderator analyses demonstrated that effects varied across various game mechanics characteristics, visual and narrative characteristics, and research quality characteristics. Taken together, the results highlight the affordances of games for learning as well as the key role of design beyond medium. |
format | Online Article Text |
id | pubmed-4748544 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2016 |
publisher | SAGE Publications |
record_format | MEDLINE/PubMed |
spelling | pubmed-47485442016-02-29 Digital Games, Design, and Learning: A Systematic Review and Meta-Analysis Clark, Douglas B. Tanner-Smith, Emily E. Killingsworth, Stephen S. Rev Educ Res Article 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 random-effects meta-regression models with robust variance estimates to summarize overall effects and explore potential moderator effects. Results from media comparisons indicated that digital games significantly enhanced student learning relative to nongame conditions ([Formula: see text] = 0.33, 95% confidence interval [0.19, 0.48], k = 57, n = 209). Results from value-added comparisons indicated significant learning benefits associated with augmented game designs ([Formula: see text] = 0.34, 95% confidence interval [0.17, 0.51], k = 20, n = 40). Moderator analyses demonstrated that effects varied across various game mechanics characteristics, visual and narrative characteristics, and research quality characteristics. Taken together, the results highlight the affordances of games for learning as well as the key role of design beyond medium. SAGE Publications 2016-03 /pmc/articles/PMC4748544/ /pubmed/26937054 http://dx.doi.org/10.3102/0034654315582065 Text en © 2015 The Author(s) http://creativecommons.org/licenses/by-nc/3.0/ This article is distributed under the terms of the Creative Commons Attribution-NonCommercial 3.0 License (http://www.creativecommons.org/licenses/by-nc/3.0/) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access page (https://us.sagepub.com/en-us/nam/open-access-at-sage). |
spellingShingle | Article Clark, Douglas B. Tanner-Smith, Emily E. Killingsworth, Stephen S. Digital Games, Design, and Learning: A Systematic Review and Meta-Analysis |
title | Digital Games, Design, and Learning: A Systematic Review and Meta-Analysis |
title_full | Digital Games, Design, and Learning: A Systematic Review and Meta-Analysis |
title_fullStr | Digital Games, Design, and Learning: A Systematic Review and Meta-Analysis |
title_full_unstemmed | Digital Games, Design, and Learning: A Systematic Review and Meta-Analysis |
title_short | Digital Games, Design, and Learning: A Systematic Review and Meta-Analysis |
title_sort | digital games, design, and learning: a systematic review and meta-analysis |
topic | Article |
url | 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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