The Impact of Hint Modality in Digital Game-Based Learning: A Systematic Literature Review (Poster 11)

• In Event: Evidence for Enhanced Learning: Systematic Reviews and Meta-Analyses on Improving Student Achievement and Learning Outcomes

Abstract

While digital games commonly employ hints to support learners, research on the differential effectiveness of various hint types remains limited. This systematic review examined the impact of hint modalities (e.g., text, graphic, or multi-type) across educational levels. Using Preferred Reporting Items for Systematic Reviews (PRISMA) guidelines, we examined 68 studies (2000-2024; inclusive). Most studies used multi-type hints, which generally showed more positive effects, particularly in elementary and higher education. Text hints had variable results, with benefits in higher education and middle school, but negative or null effects in other middle school contexts. Graphical hints, though less studied, showed promise. Future research should investigate the underlying mechanisms of hint effectiveness to better understand their potential.

Authors

• Mahboobeh Mehrvarz, Carnegie Mellon University

• Esma Nur Kahveci, University of Massachusetts - Dartmouth

• Samaneh Abdoli, Farhangian University

• Seyedahmad Rahimi, University of Florida

• Bruce McLaren, Carnegie Mellon University