Unlocking the Power of Gamification in K-12 STEM Education: A Meta-analysis of the Effects On Domain Knowledge, Higher-order Thinking, and Affective Outcomes

IF 11.9 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Educational Psychology Review Pub Date : 2026-04-04 DOI:10.1007/s10648-026-10148-1

Miaoting Cheng, Xiaoyan Lai, Wenye Zeng, Shurui Bai, Congyu Duan, Dan Sun

引用次数: 0

Abstract

Gamification of learning has been regarded as an important pedagogy to promote students’ learning outcomes, and attempts have been made to integrate it into STEM education. However, the influence of gamification of learning on K-12 students’ STEM educational outcomes, such as domain knowledge, higher-order thinking, and affective outcomes, remains under-researched.

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解开K-12 STEM教育中游戏化的力量：对领域知识、高阶思维和情感结果影响的荟萃分析

学习游戏化被认为是促进学生学习成果的一种重要教学法，并试图将其融入STEM教育。然而，学习游戏化对K-12学生STEM教育成果（如领域知识、高阶思维和情感成果）的影响仍未得到充分研究。

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

Educational Psychology Review PSYCHOLOGY, EDUCATIONAL-

CiteScore

15.70

自引率

3.00%

发文量

期刊介绍： Educational Psychology Review aims to disseminate knowledge and promote dialogue within the field of educational psychology. It serves as a platform for the publication of various types of articles, including peer-reviewed integrative reviews, special thematic issues, reflections on previous research or new research directions, interviews, and research-based advice for practitioners. The journal caters to a diverse readership, ranging from generalists in educational psychology to experts in specific areas of the discipline. The content offers a comprehensive coverage of topics and provides in-depth information to meet the needs of both specialized researchers and practitioners.