Digital Games, Design, and Learning: A Systematic Review and Meta-Analysis.
Digital Games, Design, and Learning: A Systematic Review and Meta-Analysis.
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DOI：
10.3102/0034654315582065
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发表时间：
2016-03
影响因子：
11.2
通讯作者：
Killingsworth SS
中科院分区：
文献类型：
--
作者：
Clark DB;Tanner-Smith EE;Killingsworth SS
在这项元分析中，我们系统地回顾了针对幼儿园至16岁学生的数字游戏与学习相关研究。我们综合了游戏条件与非游戏条件的比较（即媒介比较）以及增强型游戏与标准游戏设计的比较（即增值比较）。我们使用具有稳健方差估计的随机效应元回归模型来总结总体效应并探究潜在的调节效应。媒介比较的结果表明，相较于非游戏条件，数字游戏显著促进了学生的学习（效应量 = 0.33，95%置信区间[0.19, 0.48]，研究数量k = 57，样本量n = 209）。增值比较的结果显示，增强型游戏设计具有显著的学习益处（效应量 = 0.34，95%置信区间[0.17, 0.51]，研究数量k = 20，样本量n = 40）。调节因素分析表明，效应因各种游戏机制特征、视觉和叙事特征以及研究质量特征而异。综上所述，研究结果凸显了游戏对学习的促进作用以及超越媒介的设计的关键作用。
In this meta-analysis, we systematically reviewed research on digital games and learning for K–16 students. We synthesized comparisons of game versus nongame conditions (i.e., media comparisons) and comparisons of augmented games versus standard game designs (i.e., value-added comparisons). We used random-effects meta-regression models with robust variance estimates to summarize overall effects and explore potential moderator effects. Results from media comparisons indicated that digital games significantly enhanced student learning relative to nongame conditions ( = 0.33, 95% confidence interval [0.19, 0.48], k = 57, n = 209). Results from value-added comparisons indicated significant learning benefits associated with augmented game designs ( = 0.34, 95% confidence interval [0.17, 0.51], k = 20, n = 40). Moderator analyses demonstrated that effects varied across various game mechanics characteristics, visual and narrative characteristics, and research quality characteristics. Taken together, the results highlight the affordances of games for learning as well as the key role of design beyond medium.