Can Educational Games Promote Students' Cognitive Development? A Meta-Analysis

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Abstract

Applying Educational game to student learning has become a trend. The purpose of the current review is to examine its effects, and explore the moderation effects of methodological and implementation features. Using stringent inclusion criteria, 47 qualified studies involving 8970 participants were included. Educational game have a higher impact on student learning and cognitive development than computer-assisted or traditional teaching, but the effect value is moderate (total effect value g=0.536). The results of the regulatory effect test indicate that, Educational Level, Subject, Cognitive Category, Controlled Group Instruction, Educational game types, Intervention, Experimental Group Game Duration, and Experimental Group Game Immersion Level all have no regulatory effects.

Authors

• Huihui Fan, Shandong University of Engineering Vocational Technology

• Yujie Ma, University of Birmingham

• Jian Xu, Shenzhen Guangming Institute