Effects of game‐based learning on students' mathematics achievement: A meta‐analysis.
This meta‐analysis investigated the effects of learning video games on mathematics achievement of PreK‐12th‐grade students compared with traditional classroom instructional methods. Results from the 24 collected studies showed heterogeneity among effect sizes, both in magnitude and direction. Using...
| Publicado en: | Journal of Computer Assisted Learning Vol. 35; no. 3; pp. 407 - 421 |
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| Autores principales: | , , |
| Formato: | equations & formulas research systematic review tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Jun2019
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=136200236&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 136200236 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Jun2019 vid: 35 iid: 3 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 136200236 136200236 136200236 10.1111/jcal.12347 136200236 ppf: 407 ppct: 14 formats: tig: atl: Effects of game‐based learning on students' mathematics achievement: A meta‐analysis. aug: au: Tokac, Umit Novak, Elena Thompson, Christopher G. affil: College of Nursing, University of Missouri–St. Louis, St. Louis Missouri, USA sug: subj: Video Games Learning Methods Mathematics Education Students, High School Academic Achievement Human Systematic Review Meta Analysis Learning Environment Teaching Methods ERIC Database Psycinfo Computer-Assisted Instruction ab: This meta‐analysis investigated the effects of learning video games on mathematics achievement of PreK‐12th‐grade students compared with traditional classroom instructional methods. Results from the 24 collected studies showed heterogeneity among effect sizes, both in magnitude and direction. Using a random effects model, a small but marginally significant overall effect (d¯RE=0.13,p=.02) suggested that mathematics video games contributed to higher learning gains as compared with traditional instructional methods. In addition, moderator analyses were mixed in terms of statistical significance and explored effect‐size heterogeneity across effects using grade level, instrument type, length of game‐based intervention, country, publication type, and study year characteristics. Overall findings indicate that video games are a slightly effective instructional strategy for teaching mathematics across PreK‐12th‐grade levels. Lay Description: What is already known about this topic: Math video games are gaining increased popularity in the classroom.Research on the effectiveness of math video games in PreK‐12 education is inconsistent.More empirical studies on math video games are needed. What this paper adds: This meta‐analysis focused on math video games versus traditional classroom instruction.The targeted learner audience was PreK‐12 students.The target learning outcome was mathematics achievement.Results indicate that video games contribute to higher learning gains compared with traditional instruction.Publication year and type influenced the strength of the video‐gaming intervention effect. Implications for practice and/or policy: Video games are an effective instructional strategy for teaching mathematics across PreK‐12th grades.Having more teaching instruction/intervention that includes video games might increase students' math achievement. pubtype: Academic Journal doctype: equations & formulas meta analysis research systematic review tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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