Effects of Digital Game‐Based Learning on Student's Problem‐Solving Ability: A Three‐Level Meta‐Analysis.
Background: Problem‐solving ability is an important skill for students to develop in the 21st century. Many previous studies have focused on the impact of diverse digital educational games on problem‐solving ability. However, there is inconsistency in the findings, with some studies reporting positi...
| Publicado en: | Journal of Computer Assisted Learning Vol. 41; no. 2; pp. 1 - 21 |
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| Autores principales: | , , , |
| Formato: | research systematic review tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Apr2025
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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=184016301&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 184016301 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Apr2025 vid: 41 iid: 2 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 184016301 184016301 184016301 10.1111/jcal.70002 184016301 ppf: 1 ppct: 20 formats: tig: atl: Effects of Digital Game‐Based Learning on Student's Problem‐Solving Ability: A Three‐Level Meta‐Analysis. aug: au: Cai, Zhihui Zhang, Xin Liu, Caiyan Zhan, Jieni affil: Key Laboratory of Human Development and Mental Health of Hubei Province, School of Psychology, Central China Normal University, Wuhan Hubei,, China sug: subj: Educational Technology Learning Methods Gamification Problem Solving Education Outcomes of Education Human Systematic Review Meta Analysis Teaching Methods Digital Technology Descriptive Statistics ab: Background: Problem‐solving ability is an important skill for students to develop in the 21st century. Many previous studies have focused on the impact of diverse digital educational games on problem‐solving ability. However, there is inconsistency in the findings, with some studies reporting positive effects of digital game‐based learning (DGBL) on problem‐solving ability, while others either found no significant improvement or reported negative effects. Objectives: The objective of this study was to conduct a three‐level meta‐analysis to investigate the influence of DGBL on problem‐solving ability. Additionally, the study aimed to examine various moderating factors to explore the potential sources of inconsistency among the primary studies. Methods: Through a systematic literature search, 21 primary studies were identified, encompassing a total of 60 effect sizes. The analysis involved assessing the effectiveness of DGBL in enhancing students' problem‐solving ability and examining heterogeneity among the studies. Moderator analysis was also conducted to explore the impact of different factors on the effectiveness of DGBL. Results and Conclusions: The results indicated that DGBL could effectively enhance students' problem‐solving ability (g = 0.654), with significant heterogeneity observed among studies (Q = 858.358, p < 0.001). Furthermore, our findings suggested that studies focusing on the perception of problem‐solving ability (g = 1.498) yielded significantly larger effect size compared to studies focused on problem‐solving skill (g = 0.440). Moreover, combining relevant teaching strategies with DGBL (g = 1.246) resulted in a significantly better effect compared to using DGBL alone (g = 0.399). The analysis of moderating factors revealed that the effect size was significantly influenced by teaching strategy and problem‐solving construct. Other examined moderating factors did not show significant effects on the inconsistent findings. 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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