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doi:10.22028/D291-42154
Titel: | The Effect of Digital Game-Based Learning Interventions on Cognitive, Metacognitive, and Affective-Motivational Learning Outcomes in School: A Meta-Analysis |
VerfasserIn: | Barz, Nathalie Benick, Manuela Dörrenbächer-Ulrich, Laura Perels, Franziska |
Sprache: | Englisch |
Titel: | Review of Educational Research |
Bandnummer: | 94 (2024) |
Heft: | 2 |
Seiten: | 193-227 |
Verlag/Plattform: | Sage |
Erscheinungsjahr: | 2023 |
Freie Schlagwörter: | classroom research computers and learning game-based learning instructional technologies learning environments learning outcomes meta-analysis school context systematic review |
DDC-Sachgruppe: | 370 Erziehung, Schul- und Bildungswesen |
Dokumenttyp: | Journalartikel / Zeitschriftenartikel |
Abstract: | Digital game-based learning (DGBL) interventions can be superior to traditional instruction methods for learning, but previous meta-analyses covered a huge period and included a variety of different target groups, limiting the results’ transfer on specific target groups. Therefore, the aim of this meta-analysis is a theory-based examination of DGBL interventions’ effects on different learning outcomes (cognitive, metacognitive, affective-motivational) in the school context, using studies published between 2015 and 2020 and meta-analytic techniques (including moderator analyses) to examine the effectiveness of DGBL interventions compared to traditional instruction methods. Results from random-effects models revealed a significant medium effect for overall learning (g = .54) and cognitive learning outcomes (g = .67). Also found were a small effect for affective-motivational learning outcomes (g = .32) and no significant effect for metacognitive learning outcomes. Additionally, there was no evidence of publication bias. Further meta-regression models did not reveal evidence of moderating personal, environmental, or confounding factors. The findings partially support the positive impact of DGBL interventions in school, and the study addresses its practical implications. |
DOI der Erstveröffentlichung: | 10.3102/00346543231167795 |
URL der Erstveröffentlichung: | https://journals.sagepub.com/doi/10.3102/00346543231167795 |
Link zu diesem Datensatz: | urn:nbn:de:bsz:291--ds-421541 hdl:20.500.11880/37827 http://dx.doi.org/10.22028/D291-42154 |
ISSN: | 1935-1046 0034-6543 |
Datum des Eintrags: | 7-Jun-2024 |
Fakultät: | HW - Fakultät für Empirische Humanwissenschaften und Wirtschaftswissenschaft |
Fachrichtung: | HW - Bildungswissenschaften |
Professur: | HW - Prof. Dr. Franziska Perels |
Sammlung: | SciDok - Der Wissenschaftsserver der Universität des Saarlandes |
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