Effects of Game-Based Learning on Students’ Motivation in Chemistry: A Meta-analysis

Abstract

Motivation is an important factor in promoting learning, but previous studies have yielded controversial results regarding the effects of game-based learning (GBL) on motivation. Based on this, this paper used a meta-analytic approach to explore the effect of GBL on students’ motivation in chemistry among secondary-college students compared to non-GBL traditional teaching methods. Statistical results from 14 comparison studies (36 effect sizes) showed large heterogeneity across studies, so this meta-analysis used a random effects model. The results showed a moderately significant positive effect (Hedge’s g = 0.670, 95% CI = [0.464, 0.875], p < 0.001), indicating that GBL contributes to the stimulation of students’ motivation in chemistry. Meanwhile, moderator analyses showed that GBL had a greater effect on students’ motivation in chemistry in small samples (1–100); secondary school students, nondigital games, intervention lengths more than 4 weeks, chemistry category motivation scale, and GBL had a better effect on intrinsic motivation than extrinsic motivation. The overall findings suggest that GBL is an effective approach that helps to stimulate and sustain students’ motivation in chemistry and promotes the deep integration of games and education.