A Qualitative Meta-Analysis of Computer Games as Learning Tools

By Fengfeng Ke. 2009

395 citations recorded by the source corpus.

Drawing on grounded theory approach and a qualitative meta-analysis, this chapter intends to systematically review and synthesize the theories, methods, and findings of both qualitative and quantitative inquiries on computer-based instructional games. A major purpose of this literature review and meta-analysis is to inform policy and practice based on existing studies. Four major recurring themes concerning the effectiveness of computer-based instructional games have emerged from a comparative analysis with 89 instructional gaming studies and are discussed with the support of exemplar research. The chapter will assist practitioners and policymakers in understanding the “best practices” and key factors of a computer game-based learning program.

Subfields: Computer Science Applications, Developmental and Educational Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/c99aa1285baf33bf4d6ca140672735645dd22ea8

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In Computer Science Applications

In Developmental and Educational Psychology

In Sociology and Political Science

Citations in the corpus

Digital game-based learning: Impact of instructions and feedback on motivation and learning effectiveness (2013, background): “…fact that the effects of SGEs can be modulated by a range of different factors, including individual learner characteristics (Vogel et al., 2006), the learning situation (Ke, 2009; Vogel et al., 2006), and the topics being tackled (Hays, 2005; Ke, 2009; Ke & Grabowsky, 2007; Randel et al., 1992).”
A systematic literature review of empirical evidence on computer games and serious games (2012, background): “It is clear that playing digital games leads to a variety of positive outcomes and impacts but it is also acknowledged that the literature on games is fragmented and lacking coherence (Ke, 2009).”
A meta-analysis of the cognitive and motivational effects of serious games (2013, methodology): “The metaanalysis by Ke (2009) is an interesting exploration of the field of game-based learning, but it does not statistically summarize effect sizes.”
Review of trends from mobile learning studies: A meta-analysis (2012, methodology): “For example, Ke (2009) applied a meta-analysis approach to ﬁ nd that studies of game-based learning generally have positive outcomes.”
Game-based Learning and 21st century skills: A review of recent research (2016, background): “However, little is known regarding how game-based learning may influence students’ 21st century skill development (Ebner & Holzinger, 2007; Ke, 2009; Kim, Park, & Baek, 2009; Papastergiou, 2009; Van Eck & Dempsey, 2002).”