Effects of digital games on student motivation in mathematics: A meta‐analysis in K‐12.
Background: Motivation is an important factor in the learning process and supporting students' motivation in mathematics is a significant challenge for educators. Educational technologies, such as digital games, offer potential for engagement in mathematics learning activities. Objectives: To contra...
| Published in: | Journal of Computer Assisted Learning Vol. 38; no. 1; pp. 304 - 326 |
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| Main Authors: | , , , |
| Format: | research systematic review tables/charts Journal Article |
| Published: |
Wiley-Blackwell
Feb2022
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=154497199&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 154497199 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Feb2022 vid: 38 iid: 1 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 154497199 153256479 154497199 154497199 10.1111/jcal.12618 154497199 ppf: 304 ppct: 22 formats: tig: atl: Effects of digital games on student motivation in mathematics: A meta‐analysis in K‐12. aug: au: Fadda, Daniela Pellegrini, Marta Vivanet, Giuliano Zandonella Callegher, Claudio affil: Department of Education, Psychology and Philosophy, University of Cagliari, Cagliari, Italy sug: subj: Video Games Evaluation Mathematics Education Motivation Students Human Systematic Review Meta Analysis ERIC Database Psycinfo Quality Assessment Effect Size Regression Descriptive Statistics Confidence Intervals ab: Background: Motivation is an important factor in the learning process and supporting students' motivation in mathematics is a significant challenge for educators. Educational technologies, such as digital games, offer potential for engagement in mathematics learning activities. Objectives: To contrast the general decrement in student motivation in mathematics, a multilevel meta‐analysis was carried out to synthesize the results of studies concerning the impact of digital games on K‐12 student motivation in mathematics. Methods: Standardized measure of effect size (dppc2) for pre‐ post‐control group designs was used, and different sources of dependency among the effects were taken into account. Moreover, through meta‐regressions, we examined whether specific characteristics of the participants, interventions and outcomes were associated with effect size differences throughout the studies. Results and Conclusions: A total of 20 primary studies (43 effect sizes) meeting eligibility criteria was included. Results showed a significant overall effect (dppc2 = 0.27; 95%CI = [0.14; 0.41]) and a great heterogeneity between studies. Moderator analyses showed differences in effect size associated to the duration of intervention and motivational construct in terms of expectancy and value. Implications: Overall, the findings indicate that digital games are effective tools compared to conventional teaching practices. The results are promising and could be useful for the design of digital educational interventions aimed at promoting motivation in mathematics. Lay Description: What is already known about this topic: Motivation in term of expectancy and value is an important factor in the learning process.Digital games influence student motivation to learn in K‐12 education.Concerning mathematics, previous meta‐analyses studied the effects of digital games on math achievement but not on motivation. What this paper adds: This meta‐analysis synthesizes the impact of digital games on motivation in mathematics.The targeted learner audience is K‐12 students.Results show a significant overall effect of digital games on motivation and a great heterogeneity.The effect is greater if motivation is measured in terms of expectancy than of value.The duration of intervention moderates the effect: short interventions have the highest effects. Implications for practice and/or policy: Digital games promote motivation in mathematics for K‐12 students compared to conventional teaching practices.Engaging and innovative educational activities, such as digital games, might contrast the worldwide decline of enrolments in the STEM field. pubtype: Academic Journal doctype: meta analysis research systematic review tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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