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Digital game‐based learning for K–12 mathematics education: A meta‐analysis

Digital game‐based learning for K–12 mathematics education: A meta‐analysis Digital games (e.g., video games or computer games) have been reported as an effective educational method that can improve students' motivation and performance in mathematics education. This meta‐analysis study (a) investigates the current trend of digital game‐based learning (DGBL) by reviewing the research studies on the use of DGBL for mathematics learning, (b) examines the overall effect size of DGBL on K‐12 students' achievement in mathematics learning, and (c) discusses future directions for DGBL research in the context of mathematics learning. In total, 296 studies were collected for the review, but of those studies, only 33 research studies were identified as empirical studies and systematically analyzed to investigate the current research trends. In addition, due to insufficient statistical data, only 17 out of the 33 studies were analyzed to calculate the overall effect size of digital games on mathematics education. This study will contribute to the research community by analyzing recent trends in significant DGBL research, especially for those who are interested in using DGBL for mathematics education. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png School Science and Mathematics Wiley

Digital game‐based learning for K–12 mathematics education: A meta‐analysis

School Science and Mathematics , Volume 118 (3-4) – Jan 1, 2018

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References (39)

Publisher
Wiley
Copyright
© 2018 School Science and Mathematics Association
ISSN
0036-6803
eISSN
1949-8594
DOI
10.1111/ssm.12271
Publisher site
See Article on Publisher Site

Abstract

Digital games (e.g., video games or computer games) have been reported as an effective educational method that can improve students' motivation and performance in mathematics education. This meta‐analysis study (a) investigates the current trend of digital game‐based learning (DGBL) by reviewing the research studies on the use of DGBL for mathematics learning, (b) examines the overall effect size of DGBL on K‐12 students' achievement in mathematics learning, and (c) discusses future directions for DGBL research in the context of mathematics learning. In total, 296 studies were collected for the review, but of those studies, only 33 research studies were identified as empirical studies and systematically analyzed to investigate the current research trends. In addition, due to insufficient statistical data, only 17 out of the 33 studies were analyzed to calculate the overall effect size of digital games on mathematics education. This study will contribute to the research community by analyzing recent trends in significant DGBL research, especially for those who are interested in using DGBL for mathematics education.

Journal

School Science and MathematicsWiley

Published: Jan 1, 2018

Keywords: ; ; ;

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