Effects of game-based learning on students' mathematics achievement: A meta-analysis

By U. Tokac, Elena Novak, Christopher G. Thompson. Journal of Computer Assisted Learning, 2019

308 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/06c81de5eb99060894da2aa3bc4ce39de78d8d90

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Artificial Intelligence

1. Yunhuo Cui
2. Hao Lei
3. Ming Ming Chiu
4. Weijie Mao

In Developmental and Educational Psychology

1. Yunhuo Cui
2. Hao Lei
3. Ming Ming Chiu
4. Weijie Mao
5. Lawrence Khoo

Citations in the corpus

• Effects of Game-Based Learning on Students’ Critical Thinking: A Meta-Analysis (2021, methodology): “Overall, meta-analyses showed that GBL is linked to greater mathematics achievement (g¼ 0.13, k¼ 39, Tokac et al., 2019) and greater achievement across academic subjects (g¼ 1.70, k¼ 38, Karakoç et al., 2020).”
• Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review (2022, unknown): “…several authors have suggested that the impact of technology on education depends on several variables and not on the technology per se (Tamim et al., 2011; Higgins et al., 2012; Archer et al., 2014; Sung et al., 2016; Haßler et al., 2016; Chauhan, 2017; Lee et al., 2020; Lei et al., 2022a).”