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Effect of game-based learning on students’ mathematics high order thinking skills: A meta-analysis 游戏学习对学生数学高阶思维能力的影响：meta分析
Revista de Psicodidáctica (English ed.)
Pub Date : 2025-01-01 DOI: 10.1016/j.psicoe.2024.500158
Bambang Sri Anggoro , Andi Harpeni Dewantara , Suherman Suherman , Rosida Rakhmawati Muhammad , Sari Saraswati
Educational research trends demonstrate a growing interest in understanding the impact of games on mathematics achievement. However, only a limited number of studies have synthesized previous quantitative studies to investigate how game-based learning (GBL) influences the enhancement of students' high-order thinking skills (HOTS) in mathematics. To address this gap, this meta-analysis study aims to investigate the effectiveness of GBL on students' mathematics HOTS. The study analyzed 40 effect sizes from 13 empirical studies published from 2010 to 2024, gathered from electronic databases such as Scopus, Eric, and Pro-Quest. R software was employed for analyzing effect sizes, detecting publication bias, and conducting subgroup analyses. Using the k-means algorithm, two studies identified as outliers were excluded. After removing these outliers, the findings revealed a positive effect of GBL on students' mathematics HOTS, with an overall effect falling within the small category (g = .134, p < .001). Additionally, moderator variables, including educational level, measured thinking skills, continent, control treatment, and intervention duration, significantly influenced the improvement of HOTS using GBL, while the sample size factor showed no significant impact. All findings, limitations, and implications are discussed in this article.
教育研究趋势表明，人们对理解游戏对数学成绩的影响越来越感兴趣。然而，只有少数研究综合了以往的定量研究，探讨了基于游戏的学习（GBL）如何影响学生数学高阶思维技能（HOTS）的提高。为了解决这一差距，本荟萃分析研究旨在探讨GBL对学生数学HOTS的有效性。该研究分析了2010年至2024年间发表的13项实证研究中的40个效应值，这些研究收集自Scopus、Eric和Pro-Quest等电子数据库。采用R软件分析效应量，检测发表偏倚，并进行亚组分析。使用k-means算法，排除了两项被确定为异常值的研究。在去除这些异常值后，研究结果显示GBL对学生的数学HOTS有积极影响，总体影响在小范围内(g = .134, p <；措施)。此外，调节变量包括教育水平、测量思维技能、大陆、对照治疗和干预持续时间显著影响使用GBL的HOTS的改善，而样本量因素无显著影响。本文讨论了所有的发现、限制和影响。
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引用次数: 0
Revista de Psicodidáctica (English ed.)
Pub Date : 2025-01-01
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引用次数: 0
Revista de Psicodidáctica (English ed.)
Pub Date : 2025-01-01
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引用次数: 0
Revista de Psicodidáctica (English ed.)
Pub Date : 2025-01-01
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引用次数: 0
Revista de Psicodidáctica (English ed.)
Pub Date : 2025-01-01
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引用次数: 0
Teacher emotionally intelligent behaviors and its role in the link between cybervictimization and suicide risk factors in adolescents 教师情商行为及其在青少年网络受害与自杀风险因素之间的作用
Revista de Psicodidáctica (English ed.)
Pub Date : 2025-01-01 DOI: 10.1016/j.psicoe.2024.500157
Sergio Mérida-López , Cirenia Quintana-Orts , Jorge Gómez-Hombrados , Natalio Extremera
Psychological distress is an increasing concern among adolescents worldwide. Cybervictimization is considered one of the stressors that adolescents may face, and it significantly impacts various indicators of suicide risk (i.e., symptoms of depression, anxiety, and stress, and suicidal ideation). However, teacher emotionally intelligent behaviors (TEIB) might mitigate the links between cybervictimization experiences and suicide risk factors. This study aimed to examine the relationships between cybervictimization and several suicide risk indicators, as well as the potential moderating role of TEIB in these links. A sample of 1,866 (996 girls) adolescents (Mage = 13.99, SD = 1.44) participated in this study and completed widely validated measures. Moderation analyses revealed that TEIB moderated the positive associations between cybervictimization and symptoms of depression, anxiety, and stress, even after controlling for the effects of sociodemographic factors (i.e., age and gender) and emotional intelligence. However, TEIB did not moderate the link between cybervictimization and suicidal ideation. These novel findings both underscore the significance of students' perceptions of TEIB in shaping their psychological well-being and highlight potential avenues for research aimed at mitigating the consequences of cybervictimization.
心理困扰是全世界青少年日益关注的问题。网络受害被认为是青少年可能面临的压力源之一，它显著影响自杀风险的各种指标（即抑郁、焦虑、压力和自杀意念的症状）。然而，教师情商行为（TEIB）可能减轻网络受害经历与自杀风险因素之间的联系。本研究旨在探讨网络伤害与几个自杀风险指标之间的关系，以及TEIB在这些联系中的潜在调节作用。共有1866名青少年（996名女孩）（Mage = 13.99, SD = 1.44）参与了本研究，并完成了广泛验证的测量。适度分析显示，即使在控制了社会人口因素（即年龄和性别）和情商的影响之后，TEIB也缓和了网络受害与抑郁、焦虑和压力症状之间的正相关关系。然而，TEIB并没有缓和网络受害和自杀意念之间的联系。这些新发现既强调了学生对TEIB的看法在塑造其心理健康方面的重要性，也强调了旨在减轻网络受害后果的研究的潜在途径。
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引用次数: 0
Revista de Psicodidáctica (English ed.)
Pub Date : 2025-01-01
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引用次数: 0
Revista de Psicodidáctica (English ed.)
Pub Date : 2025-01-01
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引用次数: 0
Revista de Psicodidáctica (English ed.)
Pub Date : 2025-01-01
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引用次数: 0
Revista de Psicodidáctica (English ed.)
Pub Date : 2025-01-01
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引用次数: 0
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