A Bayesian Meta-Analysis of Digital Game-Enhanced Vocabulary Learning

IF 5.7 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning Pub Date : 2026-04-17 DOI:10.1002/jcal.70246

Sofiya Shahiwala, D. R. Rahul

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引用次数: 0

Abstract

Background

Digital game-enhanced vocabulary learning (DGEVL), referring to the use of commercial off-the-shelf games for vocabulary learning, has attracted growing scholarly interest. Although existing studies predominantly report positive effects, previous reviews have conflated different game types, restricted their scope or overlooked the processes that mediate learning outcomes. As a result, there is limited understanding of how and under what conditions DGEVL works, leaving gaps in theory and research practice.

Objectives

This study aimed to examine the effectiveness of digital game-enhanced vocabulary learning and identify the factors that facilitate or hinder its impact.

Methods

A meta-analysis of 12 studies (14 samples, 765 participants) was conducted using a Bayesian random-effects model to assess the overall impact of DGEVL. Subgroup analyses explored the influence of study, participant, intervention and assessment characteristics. To contextualise these findings, a systematic review of 25 studies, comprising 12 quantitative studies included in the meta-analysis and an additional 13 qualitative studies, was carried out, and a thematic analysis was conducted to construct a conceptual model of the learning process.

Results and Conclusions

DGEVL demonstrates a strong positive effect on vocabulary learning (posterior median g_within = 1.11, 95% credible interval (CI) [0.62, 1.61]; g_between = 1.40, 95% CI [0.58, 2.25]), with substantial between-study heterogeneity (τ_within = 0.56, 95% CI [0.26, 1.00]; τ_between = 0.80, 95% CI [0.26, 1.68]). These effects vary depending on factors such as the length of the intervention, learner proficiency, and the type of game played. The cyclical model conceptualises vocabulary learning as a cyclical process shaped by gameplay, language interactions and metacognitive regulation. The study highlights the need for balanced assessment techniques, prolonged interventions, micro-longitudinal data collection, comparative designs and rigorous trials.

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数字游戏促进词汇学习的贝叶斯元分析

数字游戏增强词汇学习（Digital game-enhanced vocabulary learning， DGEVL）是指利用现成的商业游戏进行词汇学习，引起了越来越多学者的兴趣。尽管现有的研究主要报告了积极的影响，但之前的评论将不同的游戏类型混为一谈，限制了它们的范围，或者忽视了调节学习结果的过程。因此，人们对DGEVL如何以及在什么条件下起作用的理解有限，在理论和研究实践中留下了空白。本研究旨在检验数字游戏增强词汇学习的有效性，并确定促进或阻碍其影响的因素。方法采用贝叶斯随机效应模型对12项研究（14个样本，765名参与者）进行meta分析，评估DGEVL的总体影响。亚组分析探讨了研究、参与者、干预和评估特征的影响。为了将这些发现置于背景中，我们对25项研究进行了系统回顾，其中包括meta分析中的12项定量研究和另外13项定性研究，并进行了主题分析，以构建学习过程的概念模型。结果与结论DGEVL对词汇学习有显著的正向影响(后中位数= 1.11,95%可信区间[0.62,1.61]；gbetween = 1.40, 95% CI[0.58, 2.25])，研究间存在显著异质性（τwithin = 0.56, 95% CI [0.26, 1.00]; τbetween = 0.80, 95% CI[0.26, 1.68]）。这些影响取决于干预时间长短、学习者熟练程度和游戏类型等因素。循环模型将词汇学习概念化为一个由游戏玩法、语言互动和元认知调节形成的循环过程。该研究强调了平衡评估技术、长期干预、微观纵向数据收集、比较设计和严格试验的必要性。

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