Effects of games in STEM education: a meta-analysis on the moderating role of student background characteristics

Arztmann, M (通讯作者),Univ Utrecht, Dept Educ, Utrecht, Netherlands.
2023-1-2
Game-based learning has proven to be effective and is widely used in science education, but usually the heterogeneity of the student population is being overlooked. To examine the differential effects of game interventions in STEM (Science, Technology, Engineering and Mathematics) related subjects on diverse student groups, a meta-analysis has been conducted that included 39 studies that compared game-based learning interventions with traditional classrooms in primary and early secondary education. We found moderate positive effects on cognition (g = .67), motivation (g = .51), and behaviour (g = .93). Additionally, substantial heterogeneity between studies was found. Moderator analyses indicated that primary school students achieve higher learning outcomes and experience game interventions as more motivating than secondary school students, whereas gender did not have any moderating effect. There were too few studies reporting information on the remaining moderators (socioeconomic status, migration background, and special educational needs) to include them in a multiple meta-regression model. Therefore, we assessed their role by separate moderator analyses, but these results need to be interpreted with caution. Additional descriptive analyses suggested that game-based learning may be less beneficial for students with low socioeconomic status compared to students with high socioeconomic status.
STUDIES IN SCIENCE EDUCATION
卷号:59|期号:1|页码:109-145
ISSN:0305-7267|收录类别:SCIE
语种
英语
来源机构
Utrecht University; Utrecht University
资助机构
European Union's EU Framework Programme for Research and Innovation Horizon 2020
资助信息
This work was supported by the European Union's EU Framework Programme for Research and Innovation Horizon 2020 under Grant Agreement No. 812716 [Horizon 2020 Framework Programme 812716].
被引频次(WOS)
1
被引频次(其他)
1
180天使用计数
25
2013以来使用计数
50
EISSN
1940-8412
出版年
2023-1-2
DOI
10.1080/03057267.2022.2057732
学科领域
循证教育学
关键词
Meta-analysis game-based learning motivation STEM education diversity
WOS学科分类
Education & Educational Research Education, Scientific Disciplines