Effects of Game-Based Learning on Students' Mathematics Achievement: A Meta-Analysis

• In Event: 29.091 - Poster Session 4
  In Poster Session: 29.091-4 - Game Design and Game-Based Learning

Abstract

This report presents findings from a meta-analysis of experimental and quasi-experimental studies investigating effects of instructional games on mathematics achievement of PreK—12th grade students compared to traditional classroom methods. School setting (PreK-5th vs. 6th-12th) and type of assessment instrument (research-made vs. standardized) were explored as potential moderators of the relationship between game-based learning and mathematics achievement. Results showed heterogeneity among studies, both in magnitude and direction. Using a random-effects model, a small but marginally significant overall effect (d^*=0.255) suggests that math video games might have contributed to higher learning gains as compared to traditional instructional methods. Furthermore, moderator analyses suggest that this effect does not significantly vary neither between instrument types nor between school settings.

Authors

• Umit Tokac, Florida State University

• Elena Novak, Kent State University

• Christopher Thompson, Florida State University