Game‐based learning has good chemistry with chemistry education: A three‐level meta‐analysis

Game‐based learning (GBL) may address the unique characteristics of a single subject such as chemistry. Previous systematic reviews on the effects of GBL have yielded contradictory results concerning cognitive and motivational outcomes. This meta‐analysis aims to: (a) estimate the overall effect siz...

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Bibliographic Details
Published in:Journal of research in science teaching 2022-11, Vol.59 (9), p.1499-1543
Main Authors: Hu, Yuanyuan, Gallagher, Timothy, Wouters, Pieter, Schaaf, Marieke, Kester, Liesbeth
Format: Article
Language:English
Subjects:
Analysis
Chemistry
Cognition
Cognition & reasoning
Comparative Analysis
Correlation
Design Requirements
Education
Effect Size
Emotional Response
Emotions
Game Based Learning
Games
Instructional Design
Instructional Effectiveness
Learning
Learning Motivation
Mass media effects
Meta-analysis
Moderators
Motivation
Organic Chemistry
Outcomes of Education
Research Reports
Schemata (Cognition)
Science Education
Science Instruction
Systematic review
Teaching Methods
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