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A meta-analytic review of the role of instructional support in game-based learning
ARTICLE

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Computers & Education Volume 60, Number 1, ISSN 0360-1315 Publisher: Elsevier Ltd

Abstract

Computer games can be considered complex learning environments in which players require instructional support to engage in cognitive processes such as selecting and actively organizing/integrating new information. We used meta-analytical techniques to test if instructional support enhances learning in game-based learning (k = 107, Nadj = 3675). We found that instructional support in game-based learning environments improved learning (d = .34, p < .001). Additional moderator analyses revealed that the learning effect was largest when learning of skills was involved (d = .62, p < .001) and when the instructional support aimed at the selection of relevant new information (d = .46, p < .001). Furthermore, we found some evidence for a publication bias since the effect sizes for studies in peer-reviewed journals was significantly higher than for studies in proceedings and unpublished studies (journals: d = .44; proceedings: d = .08; unpublished: d = .14).

Citation

Wouters, P. & van Oostendorp, H. (2013). A meta-analytic review of the role of instructional support in game-based learning. Computers & Education, 60(1), 412-425. Elsevier Ltd. Retrieved June 25, 2019 from .

This record was imported from Computers & Education on January 31, 2019. Computers & Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.compedu.2012.07.018

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