The Effects of Educational Games on Students' Achievement Emotions: Evidence From a Meta-Analysis

• In Event: AERA Virtual Poster Session 4
  In Poster Session: Games for 21st Century Learning

Abstract

This meta-analysis of 82 effect sizes (ESs) from 49 studies examined the effects of educational games on students’ positive (PAEs) and negative achievement emotions (NAEs), and their moderators. The results showed significant overall effects of educational games on students’ PAEs (g = .452) and NAEs (g = -.473). Both the ESs of educational games on students’ PAEs and NAEs were larger (a) with non-digital games than with digital games; (b) for high arousal emotions than for low arousal emotions; and (c) for middle school students rather than students of other grade levels. Moreover, the ES of educational games on students’ NAEs was largest (a) in science; (b) in collectivistic countries rather than individualistic countries; (c) for the shortest intervention durations.

Authors

• Chenxin Wang, East China Normal University

• Hao Lei, East China Normal University

• Xijing Wang, East China Normal University

• Ying Xiong, East China Normal University