Effects of Digital Game-Based Learning on Student’s Problem-Solving Ability: A Three-Level Meta-Analysis (Poster 46)

• In Event: Sunday Poster Session 11:25 am
  In Poster Session: Motivation and Learning Across Learning Environments

Abstract

In this study, we conducted a three-level meta-analysis to examine the impact of DGBL on problem-solving ability and explored a range of moderating factors that might contribute to the inconsistency in primary studies. Through a systematic literature search, a total of 22 primary studies comprising 63 effect sizes were identified. The results indicated that DGBL could effectively enhance students’ problem-solving ability (g = 0.616), with significant heterogeneity observed between studies. Furthermore, our findings suggested that studies focusing on the perception of problem-solving ability yielded significantly larger effect size compared to studies focused on problem-solving skill. We discussed potential explanations and implications of these findings, as well as the limitations and future directions for research.

Authors

• Xin Zhang, Central China Normal University

• Jieni Zhan, Central China Normal University

• Zhihui Cai, Central China Normal University

• Xinjie Chen, Chinese University of Hong Kong

• Xitao Fan, The Chinese University of Hong Kong