Digital Games, Design, and Learning: A Systematic Review and Meta-Analysis

• In Event: 16.059 - Poster Session 2
  In Poster Session: 16.059-5 - The Use of Stories, Games, and Technologies in Learning Environments

Abstract

This meta-analysis systematically reviews research on digital games and learning for K-16 students. We synthesized comparisons of game versus non-game 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. Media comparisons indicated that digital games significantly enhanced student learning relative to non-game conditions. Value-added comparisons indicated significant learning benefits associated with augmented game designs. 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.

Authors

• Douglas Clark, Vanderbilt University

• Emily Tanner-Smith, Vanderbilt University

• Stephen Killingsworth, Vanderbilt University