Effects of Game-Based Learning on Students' Computational Thinking: A Meta-Analysis

• In Event: AERA Virtual Poster Session 9
  In Poster Session: Connecting Learning Systems Through Technology

Abstract

This meta-analysis examined the relationship between game-based learning and students’ computational thinking, using 29 effect sizes from 22 studies. The results showed that game-based learning had a significant positive overall effect on students’ computational thinking (g = 0.618) and showed significant heterogeneity among effect sizes. Among game types, both role-playing games and strategic games had a large positive effect on students’ computational thinking. Game-based learning also had a larger effect on students in collectivistic countries than those in individualistic countries. Moreover, the effect size of game-based learning on computational thinking was larger for 1-8 hours than up to 1 hour and over 8 hours. Lastly, among assessment instrument types, standardized assessment yielded the largest mean effect size.

Authors

• Zhuotao Lu, East China Normal University

• Yunhuo Cui, East China Normal University

• Hao Lei, East China Normal University

• Shengnan Lv, East China Normal University

• Weijie Mao, East China Normal University