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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引用次数: 0

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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数字游戏学习对学生解决问题能力的影响：一个三层次的元分析

问题解决能力是21世纪学生需要培养的重要技能。之前的许多研究都关注不同的数字教育游戏对解决问题能力的影响。然而，研究结果存在不一致性，一些研究报告了基于数字游戏的学习（DGBL）对解决问题能力的积极影响，而另一些研究要么没有发现显著的改善，要么报告了负面影响。本研究的目的是通过三水平的荟萃分析来探讨DGBL对解决问题能力的影响。此外，本研究旨在检验各种调节因素，以探讨主要研究之间不一致的潜在来源。方法通过系统文献检索，确定了21项主要研究，共包含60个效应量。分析包括评估DGBL在提高学生解决问题能力方面的有效性，并检查研究之间的异质性。并进行调节因子分析，探讨不同因素对DGBL有效性的影响。结果与结论：DGBL能有效提高学生的问题解决能力（g = 0.654），各研究间存在显著异质性（Q = 858.358, p < 0.001）。此外，我们的研究结果表明，关注解决问题能力感知的研究（g = 1.498）产生的效应量显著大于关注解决问题技能的研究（g = 0.440）。同时，将相关教学策略与DGBL结合使用（g = 1.246）的效果明显优于单独使用DGBL （g = 0.399）。调节因素分析显示，教学策略和问题解决结构显著影响影响效应量。其他被检查的调节因素对不一致的结果没有显着影响。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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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