Bambang Sri Anggoro , Andi Harpeni Dewantara , Suherman Suherman , Rosida Rakhmawati Muhammad , Sari Saraswati
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引用次数: 0
摘要
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。
Effect of game-based learning on students’ mathematics high order thinking skills: A meta-analysis
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.