Effects of Game-Based Learning on Students’ Achievement in Science: A Meta-Analysis

This meta-analysis examines the effects of game-based learning (GBL), compared with traditional instructional methods, on the science achievement of students, ranging from primary school to university. Results from the 41 primary studies of 6256 participants showed heterogeneity among effect sizes....

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Bibliographic Details
Published inJournal of educational computing research Vol. 60; no. 6; pp. 1373 - 1398
Main Authors Lei, Hao, Chiu, Ming Ming, Wang, Danyi, Wang, Chenxin, Xie, Tongwei
Format Journal Article
LanguageEnglish
Published Los Angeles, CA SAGE Publications 01.10.2022
Subjects
Effect Size
Elementary Secondary Education
Game Based Learning
Higher Education
Instructional Effectiveness
Intervention
Meta Analysis
Science Achievement
meta-analysis
educational game
science achievement
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Summary:This meta-analysis examines the effects of game-based learning (GBL), compared with traditional instructional methods, on the science achievement of students, ranging from primary school to university. Results from the 41 primary studies of 6256 participants showed heterogeneity among effect sizes. The random effects model results showed a positive effect (g = .705, 95% CI = [.603, .807], p < .001), suggesting that students learned substantially more via GBL than traditional instruction. Additionally, moderation analysis found that the link between GBL and science achievement was stronger (a) among students in Eastern countries than Western countries; (b) among primary school students than undergraduates, junior or senior secondary school students; (c) on quizzes, final exams, and course grades than assignment scores; (d) for interventions between 4 hours and 1 week, smaller for those less than 4 hours, and smallest for those over 1 week; and (e) slightly in later publication years.
ISSN:0735-6331
1541-4140
DOI:10.1177/07356331211064543