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

Autor/inn/en	Mao, Weijie; Cui, Yunhuo; Chiu, Ming M.; Lei, Hao
Titel	Effects of Game-Based Learning on Students' Critical Thinking: A Meta-Analysis
Quelle	In: Journal of Educational Computing Research, 59 (2022) 8, S.1682-1708 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mao, Weijie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0735-6331
DOI	10.1177/07356331211007098
Schlagwörter	Game Based Learning; Critical Thinking; Effect Size; Role Playing; Collectivism; Individualism; Meta Analysis; Foreign Countries; Cultural Differences; Publications; Bias + Suchen Sie Ihr Suchwort? Kritisches Denken; Rollenspiel; Individualismus; Meta-analysis; Metaanalyse; Ausland; Kultureller Unterschied
Abstract	As past studies showed mixed results, this meta-analysis determined game-based learning's overall effect on students' critical thinking and tested for moderators, using 21 effect sizes from 20 empirical studies of 1,947 participants. The results showed that game-based learning had a significant positive overall effect on students' critical thinking (g = 0.863, k = 21) and showed significant heterogeneity among effect sizes. Among game types, role-playing games yielded the largest mean effect size (g = 1.828, k = 5). The effect size of game-based learning was larger for critical thinking disposition (g = 1.774, k = 4) than critical thinking skill (g = 0.661, k = 17). Game-based learning also had a larger effect on students in collectivistic countries (g = 1.282, k = 10) than those in individualistic countries (g = 0.432, k = 10). Furthermore, this effect size was larger in later publication years. Lastly, the effect size of game-based learning on critical thinking was larger for studies published in journal articles (g = 1.154, k = 13) than theses (g = 0.378, k = 8). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01