Digital Games, Design, and Learning
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 ([Formula: see text] = 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 ([Formula: see text] = 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.
Cite this
Douglas B. Clark, Emily E. Tanner‐Smith, Stephen S. Killingsworth (2015). Digital Games, Design, and Learning. Review of Educational Research. https://doi.org/10.3102/0034654315582065
@article{b2015digital,
title = {Digital Games, Design, and Learning},
author = {Clark, Douglas B. and Tanner‐Smith, Emily E. and Killingsworth, Stephen S.},
year = {2015},
journal = {Review of Educational Research},
doi = {10.3102/0034654315582065}
}Citations in this library
Stored only when both papers are in the corpus — 1,268 citations exist upstream.