Game-Based Learning on Learning Motivation and Science Achievement in K–12 Education: Robustic Meta-Analysis Study

• In Event: Computer and Internet Applications in Education Poster Session

Abstract

This meta-analysis study aims to explore the game-based learning (GBL) effects on students’ learning motivation and academic achievement in K-12 science education. Recently GBL has been broadly used for students with low learning motivation because the dynamic learning activities in computer games could provide benefits for K-12 education. We reviewed the recent decade (i.e., 2010 - 2019) studies of GBL and investigated the effect sizes for learning motivation (n = 35) and science achievement (n = 21) using the robust meta-analysis method. We found that using digital games can significantly increase students’ motivation (g = .292) and science achievement (g = .475). The findings support the idea that GBL helps students have higher motivation and improve students’ science achievement.

Authors

• Cheyeon Ha, Florida State University

• Chen Sun, Florida State University – Tallahassee