Effects of Digital Game-Based Learning on Student's Problem-Solving Ability: A Three-Level Meta-Analysis

IF 5.1 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Journal of Computer Assisted Learning Pub Date : 2025-02-11 DOI:10.1111/jcal.70002

Zhihui Cai, Xin Zhang, Caiyan Liu, Jieni Zhan

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Abstract

Background

Problem-solving ability is an important skill for students to develop in the 21st century. Many previous studies have focused on the impact of diverse digital educational games on problem-solving ability. However, there is inconsistency in the findings, with some studies reporting positive effects of digital game-based learning (DGBL) on problem-solving ability, while others either found no significant improvement or reported negative effects.

Objectives

The objective of this study was to conduct a three-level meta-analysis to investigate the influence of DGBL on problem-solving ability. Additionally, the study aimed to examine various moderating factors to explore the potential sources of inconsistency among the primary studies.

Methods

Through a systematic literature search, 21 primary studies were identified, encompassing a total of 60 effect sizes. The analysis involved assessing the effectiveness of DGBL in enhancing students' problem-solving ability and examining heterogeneity among the studies. Moderator analysis was also conducted to explore the impact of different factors on the effectiveness of DGBL.

Results and Conclusions

The results indicated that DGBL could effectively enhance students' problem-solving ability (g = 0.654), with significant heterogeneity observed among studies (Q = 858.358, p < 0.001). Furthermore, our findings suggested that studies focusing on the perception of problem-solving ability (g = 1.498) yielded significantly larger effect size compared to studies focused on problem-solving skill (g = 0.440). Moreover, combining relevant teaching strategies with DGBL (g = 1.246) resulted in a significantly better effect compared to using DGBL alone (g = 0.399). The analysis of moderating factors revealed that the effect size was significantly influenced by teaching strategy and problem-solving construct. Other examined moderating factors did not show significant effects on the inconsistent findings.

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来源期刊

Journal of Computer Assisted Learning EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

9.70

自引率

6.00%

发文量

116

期刊介绍： The Journal of Computer Assisted Learning is an international peer-reviewed journal which covers the whole range of uses of information and communication technology to support learning and knowledge exchange. It aims to provide a medium for communication among researchers as well as a channel linking researchers, practitioners, and policy makers. JCAL is also a rich source of material for master and PhD students in areas such as educational psychology, the learning sciences, instructional technology, instructional design, collaborative learning, intelligent learning systems, learning analytics, open, distance and networked learning, and educational evaluation and assessment. This is the case for formal (e.g., schools), non-formal (e.g., workplace learning) and informal learning (e.g., museums and libraries) situations and environments. Volumes often include one Special Issue which these provides readers with a broad and in-depth perspective on a specific topic. First published in 1985, JCAL continues to have the aim of making the outcomes of contemporary research and experience accessible. During this period there have been major technological advances offering new opportunities and approaches in the use of a wide range of technologies to support learning and knowledge transfer more generally. There is currently much emphasis on the use of network functionality and the challenges its appropriate uses pose to teachers/tutors working with students locally and at a distance. JCAL welcomes: -Empirical reports, single studies or programmatic series of studies on the use of computers and information technologies in learning and assessment -Critical and original meta-reviews of literature on the use of computers for learning -Empirical studies on the design and development of innovative technology-based systems for learning -Conceptual articles on issues relating to the Aims and Scope