Examining the effectiveness of gamification as a tool promoting teaching and learning in educational settings: a meta-analysis.

IF 2.6 3区 心理学 Q2 PSYCHOLOGY, MULTIDISCIPLINARY Frontiers in Psychology Pub Date : 2023-10-09 eCollection Date: 2023-01-01 DOI:10.3389/fpsyg.2023.1253549
Minzi Li, Siyu Ma, Yuyang Shi
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Abstract

The integration of gamification into educational settings has gained recognition for its potential to boost student motivation, engagement, interest, and learning outcomes. Despite its popularity, research on gamification has produced mixed results regarding student learning outcomes. This meta-analysis aims to synthesize the existing empirical evidence on the effectiveness of gamification as a tool for promoting teaching and learning in educational settings. Forty-one studies with 49 independent samples involving more than 5,071 participants were included in our analysis. Results from random effects models showed an overall significant large effect size (g = 0.822 [0.567 to 1.078]). The research performed the moderator analysis to scrutinize the effects of a number of factors on the relationship between gamification and student learning outcomes. The study uncovered significant moderating effects for user type, educational discipline, design principles for educational gamification, duration of "gameful" experience, and learning environment. However, measurement of student outcomes and publication type did not appear to have any significant moderating effect. Those findings hold important implications for improving and implementing gamification to promote teaching and learning in future research.

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检验游戏化作为促进教育环境中教与学的工具的有效性:一项荟萃分析。
将游戏化融入教育环境已因其提高学生动机、参与度、兴趣和学习成果的潜力而获得认可。尽管游戏化很受欢迎,但对学生学习结果的研究却喜忧参半。这项荟萃分析旨在综合现有的经验证据,证明游戏化作为促进教育环境中教学的工具的有效性。我们的分析包括41项研究,共49个独立样本,涉及5071多名参与者。随机效应模型的结果显示总体显著的大效应大小(g = 0.822[0.567至1.078])。该研究进行了调节因子分析,以仔细研究许多因素对游戏化与学生学习结果之间关系的影响。这项研究揭示了用户类型、教育纪律、教育游戏化的设计原则、“游戏”体验的持续时间和学习环境的显著调节作用。然而,对学生成绩和出版物类型的测量似乎没有任何显著的调节作用。这些发现对改进和实施游戏化以促进未来研究中的教学具有重要意义。
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来源期刊
Frontiers in Psychology
Frontiers in Psychology PSYCHOLOGY, MULTIDISCIPLINARY-
CiteScore
5.30
自引率
13.20%
发文量
7396
审稿时长
14 weeks
期刊介绍: Frontiers in Psychology is the largest journal in its field, publishing rigorously peer-reviewed research across the psychological sciences, from clinical research to cognitive science, from perception to consciousness, from imaging studies to human factors, and from animal cognition to social psychology. Field Chief Editor Axel Cleeremans at the Free University of Brussels is supported by an outstanding Editorial Board of international researchers. This multidisciplinary open-access journal is at the forefront of disseminating and communicating scientific knowledge and impactful discoveries to researchers, academics, clinicians and the public worldwide. The journal publishes the best research across the entire field of psychology. Today, psychological science is becoming increasingly important at all levels of society, from the treatment of clinical disorders to our basic understanding of how the mind works. It is highly interdisciplinary, borrowing questions from philosophy, methods from neuroscience and insights from clinical practice - all in the goal of furthering our grasp of human nature and society, as well as our ability to develop new intervention methods.
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