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Effects of game‐based learning on students' mathematics achievement: A meta‐analysis
Author(s) -
Tokac Umit,
Novak Elena,
Thompson Christopher G.
Publication year - 2019
Publication title -
journal of computer assisted learning
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.583
H-Index - 93
eISSN - 1365-2729
pISSN - 0266-4909
DOI - 10.1111/jcal.12347
Subject(s) - moderation , mathematics education , meta analysis , video game , instructional design , statistical analysis , teaching method , educational technology , psychology , computer science , multimedia , mathematics , statistics , social psychology , medicine
Abstract 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.

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