Effects of Scaffolding in Digital Game-Based Learning on Students' Achievement: A Three-Level Meta-Analysis

• In Event: Game-Based Learning Environments

Abstract

This study conducted a meta-analysis to examine the effects of scaffolding in educational games on learning, and to explore a range of moderating factors that may have contributed to the inconsistencies of primary studies. A total of 40 studies with 104 effect sizes extracted were identified through a systematic literature search. The results from the three-level meta-analysis showed that scaffolding in educational games could effectively improve learning. Furthermore, scaffolding in educational games was more effective for elementary students than college and secondary; and compared with role-playing and strategy games, adventure, puzzle, and simulation games showed significantly larger effects on learning. Future studies are warranted to further explore under what conditions scaffolding in educational games is most effective in students’ learning.

Authors

• Zhihui Cai, Central China Normal University

• Peipei Mao, Central China Normal University

• Jinbo He, The Chinese University of Hong Kong, Shenzhen

• xinjie chen, Stanford University

• Xitao Fan, The Chinese University of Hong Kong