The Effect of Game-Based Learning on Student Achievement: A Meta-Analysis Study
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The Effect of Game‑Based Learning on Student Achievement: A Meta‑Analysis Study Berna Karakoç1 · Kevser Eryılmaz2 · Esen Turan Özpolat3 · İbrahim Yıldırım4
© Springer Nature B.V. 2020
Abstract The purpose of this study was to combine the results of the experimental studies conducted between the years of 2000–2018 examining the effect of game-based learning method on the academic achievement of students through a meta-analysis. In this study addressing the effect of game-based learning method on the academic achievement of students, metaanalysis included 38 studies which had been issued in the databases of Google Academic and National Thesis Center of Turkish Council of Higher Education between 2010 and 2018 and selected according to certain criteria. The study also involved subgroup analyses in addition to revealing the overall effect of game-based learning on academic achievement. According to the research findings, it is possible to allege that Hedges g value which was estimated to be 1.695 for the overall effect size of game-based learning on student achievement indicates a wide-ranging effect. Furthermore, as a result of the analyses, it was revealed that the effect of game-based learning on the academic achievement of students does not differ according to the sub-dimensions of the levels of schooling, the different types of reporting and various disciplines. Keywords Game-based learning · Student achievement · Meta-analysis
1 Introduction The articulation of the word “game” can stimulate feelings of pleasure and excitement regardless of age. The famous philosopher Nietzsche also implies that game arouses enthusiasm for people of all ages with the expression of “a child who wants to play is hidden inside each adult”. There are many definitions of games. One of them is “any pleasurable * Berna Karakoç [email protected] 1
Department of Educational Sciences, Physical Education and Sport, Kilis 7 Aralık University, Kilis, Turkey
2
Yuzuncu Yıl Primary School, Gaziantep, Turkey
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Department of Educational Sciences, Faculty of Education, Adıyaman University, Adiyaman, Turkey
4
Department of Educational Sciences, Faculty of Education, Gaziantep University, Gaziantep, Turkey
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activity with a purposeful manner that is not related to a distant goal or a sense of satisfaction for the future” (Glossary of Educational Terms 1974; cited in Güneş 2015: 777). Another definition narrated by Arkün Kocadere and Samur (2016: 398–399) is that “a fun activity with a measurable result and an element of challenge based on a specific rule or rules for a specific purpose or purposes. And the other definition about the game is explained as “a system in which players engage in an artificial conflict, defined by rules, that results in a quantifiable outcome” (Salen and Zimmerman 2003). It is emphasized that the game has a great impact on student learning (Russ 2003; Zabelina and Robinson 2010). While playing, the child takes the opportunity to express his/ her feelings and th
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