Effects of game-based learning on students' mathematics achievement: A meta-analysis Academic Article

abstract

• 2019 John Wiley & Sons Ltd 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 ((Formula presented.)) 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.

authors

• Thompson, Christopher

published proceedings

• JOURNAL OF COMPUTER ASSISTED LEARNING

altmetric score

• 3.6

author list (cited authors)

• Tokac, U., Novak, E., & Thompson, C. G.

citation count

• 89

complete list of authors

• Tokac, Umit||Novak, Elena||Thompson, Christopher G

publication date

• January 2019

publisher

• Wiley  Publisher

published in

• Journal of Computer Assisted Learning  Journal

keywords

• Academic Achievement
• Digital Games
• Mathematics Education
• Meta-analysis

Digital Object Identifier (DOI)

• 10.1111/jcal.12347

start page

• 407

end page

• 420

volume

• 35

issue

• 3

user-defined tag

• 4 Quality Education