Digital Games, Design, and Learning: A Systematic Review and Meta-Analysis. (March 2016)

• Record Type: Journal Article
• Authors: Clark, Douglas B.; Tanner-Smith, Emily E.; Killingsworth, Stephen S.
• Is Part Of: Review of educational research. Volume 86:Number 1(2016:Mar.)
• Page Start: 79
• Page End: 122
• Publication Date: 2016-03
• Subjects: digital games -- learning -- meta-analysis -- systematic review; Education -- Periodicals; Education -- United States -- Periodicals; Education -- Bibliography -- Periodicals; 370.7
• DOI: 10.3102/0034654315582065
• Languages: English
• ISSNs: 0034-6543

Abstract

In this meta-analysis, we systematically reviewed research on digital games and learning for K–16 students. We synthesized comparisons of game versus nongame conditions (i.e., media comparisons) and comparisons of augmented games versus standard game designs (i.e., value-added comparisons). We used random-effects meta-regression models with robust variance estimates to summarize overall effects and explore potential moderator effects. Results from media comparisons indicated that digital games significantly enhanced student learning relative to nongame conditions (g ¯ = 0.33, 95% confidence interval [0.19, 0.48], k = 57, n = 209). Results from value-added comparisons indicated significant learning benefits associated with augmented game designs (g ¯ = 0.34, 95% confidence interval [0.17, 0.51], k = 20, n = 40). Moderator analyses demonstrated that effects varied across various game mechanics characteristics, visual and narrative characteristics, and research quality characteristics. Taken together, the results highlight the affordances of games for learning as well as the key role of design beyond medium.