Effects of Game-Based Instruction on Mathematics Achievement: A Meta-Analysis

• In Event: Games and Learning

Abstract

This report presents findings from a meta-analysis of studies investigating effects of instructional games on mathematics achievement of PreK-12th grade students compared to traditional classroom methods. Using a random-effects model, a small but significant overall effect (d^*=0.13,p=.02) suggested that game-based instruction contributed to higher mathematics achievement as compared to traditional instructional methods. Results showed heterogeneity among studies, both in magnitude and direction. As a result, student age, measurement construction, a length of video game intervention, publication type, country, and publication year were explored as potential moderators of the relationship between game-based instruction and mathematics achievement.

Authors

• Umit Tokac, University of Missouri - St. Louis

• Elena Novak, Kent State University

• Christopher Glen Thompson, Texas A&M University - College Station