In this meta-analysis, we systematically reviewed research on digital games and learning for K-16 students. We synthesized comparisons of game versus nongame conditions (i.e., media comparisons) and comparisons of augmented games versus standard game designs (i.e., value-added comparisons). We used random-effects meta-regression models with robust variance estimates to summarize overall effects and explore potential moderator effects. Results from media comparisons indicated that digital games significantly enhanced student learning relative to nongame conditions ([Formula: see text] = 0.33, 95% confidence interval [0.19, 0.48], k = 57, n = 209). Results from value-added comparisons indicated significant learning benefits associated with augmented game designs ([Formula: see text] = 0.34, 95% confidence interval [0.17, 0.51], k = 20, n = 40). Moderator analyses demonstrated that effects varied across various game mechanics characteristics, visual and narrative characteristics, and research quality characteristics. Taken together, the results highlight the affordances of games for learning as well as the key role of design beyond medium.

Digital Games, Design, and Learning A Systematic Review and Meta-Analysis

Game-based Learning and 21st century skills

The ubiquity of video games in today's society has led to significant interest in their impact on the brain and behavior and in the possibility of harnessing games for good. The present meta-analyses focus on one specific game genre that has been of particular interest to the scientific community-action video games, and cover the period 2000-2015. To assess the long-lasting impact of action video game play on various domains of cognition, we first consider cross-sectional studies that inform us about the cognitive profile of habitual action video game players, and document a positive average effect of about half a standard deviation (g = 0.55). We then turn to long-term intervention studies that inform us about the possibility of causally inducing changes in cognition via playing action video games, and show a smaller average effect of a third of a standard deviation (g = 0.34). Because only intervention studies using other commercially available video game genres as controls were included, this latter result highlights the fact that not all games equally impact cognition. Moderator analyses indicated that action video game play robustly enhances the domains of top-down attention and spatial cognition, with encouraging signs for perception. Publication bias remains, however, a threat with average effects in the published literature estimated to be 30% larger than in the full literature. As a result, we encourage the field to conduct larger cohort studies and more intervention studies, especially those with more than 30 hours of training. (PsycINFO Database Record

/pdf/meta-analysis-of-action-video-game-impact-on-perceptual-88za2qj8rs.pdf

Meta-analysis of action video game impact on perceptual, attentional, and cognitive skills

In this review, we investigated game design features that promote engagement and learning in game-based learning (GBL) settings. The aim was to address the lack of empirical evidence on the impact of game design on learning outcomes, identify how the design of game-based activities may affect learning and engagement, and develop a set of general recommendations for GBL instructional design. The findings illustrate the impact of key gaming features in GBL at both cognitive and emotional levels. We also identified gaming trends and several key drivers of engagement created by the gaming features embedded within GBL, as well as external factors that may have influences on engagement and learning.

Gameplay Engagement and Learning in Game-Based Learning A Systematic Review

This meta-analysis was conducted to systematically synthesize research findings on effects of gamification on cognitive, motivational, and behavioral learning outcomes. Results from random effects models showed significant small effects of gamification on cognitive (g = .49, 95% CI [0.30, 0.69], k = 19, N = 1686), motivational (g = .36, 95% CI [0.18, 0.54], k = 16, N = 2246), and behavioral learning outcomes (g = .25, 95% CI [0.04, 0.46], k = 9, N = 951). Whereas the effect of gamification on cognitive learning outcomes was stable in a subsplit analysis of studies employing high methodological rigor, effects on motivational and behavioral outcomes were less stable. Given the heterogeneity of effect sizes, moderator analyses were conducted to examine inclusion of game fiction, social interaction, learning arrangement of the comparison group, as well as situational, contextual, and methodological moderators, namely, period of time, research context, randomization, design, and instruments. Inclusion of game fiction and social interaction were significant moderators of the effect of gamification on behavioral learning outcomes. Inclusion of game fiction and combining competition with collaboration were particularly effective within gamification for fostering behavioral learning outcomes. Results of the subsplit analysis indicated that effects of competition augmented with collaboration might also be valid for motivational learning outcomes. The results suggest that gamification as it is currently operationalized in empirical studies is an effective method for instruction, even though factors contributing to successful gamification are still somewhat unresolved, especially for cognitive learning outcomes.

/pdf/the-gamification-of-learning-a-meta-analysis-37l2w5wxcd.pdf

The Gamification of Learning: a Meta-analysis

Do video games show demonstrable relationships to academic achievement gains when used to support the K-12 curriculum? In a review of literature, we identified 300+ articles whose descriptions related to video games and academic achievement. We found some evidence for the effects of video games on language learning, history, and physical education (specifically exergames), but little support for the academic value of video games in science and math. We summarize the trends for each subject area and supply recommendations for the nascent field of video games research. Many educationally interesting games exist, yet evidence for their impact on student achievement is slim. We recommend separating simulations from games and refocusing the question onto the situated nature of game-player-context interactions, including meta-game social collaborative elements.

http://www.sunyresearch.net/IITG/wp-content/uploads/2012/09/REVIEW-OF-EDUCATIONAL-RESEARCH-2012-Young-61-89.pdf

Our Princess Is in Another Castle: A Review of Trends in Serious Gaming for Education

Evidence surrounding the attraction to media violence is mixed and the effects of violent video game play on players varies across experimental participants. Differences in both may be explained by differences in experienced positive or negative arousal. This study utilizes the limited capacity model of motivated mediated message processing (LC4MP) and the motivation activation measure (MAM), which measures resting activation of the appetitive and aversive arousal systems, to explore the relationship between attraction to media violence, arousal, and aggression. In part 1, a questionnaire found that men and frequent players of violent games expected to enjoy violent games more than nonviolent games. In addition, participants whose scores on the MAM characterized them as risk takers (high scores on appetitive arousal and low scores on aversive arousal) indicated a stronger preference for violent games compared to the other three arousal types, which is in line with the LC4MP. In the experimental portion of...

Appetitive and Defensive Arousal in Violent Video Games: Explaining Individual Differences in Attraction to and Effects of Video Games

The Impact of Genre and Perceived Realism on the Cultivation Process: A Re-Examination of Cultivation Theory

Appetitive and Defensive Arousal in Violent Video Games: Investigating Attraction and Effects

The online version of this article can be found at:€DOI: 10.3102/0034654312436980February 2012REVIEW OF EDUCATIONAL RESEARCH 2012 82: 61 originally published online 1Benedict Lai, Zeus Simeoni, Matthew Tran and Mariya YukhymenkoMichael F. Young, Stephen Slota, Andrew B. Cutter, Gerard Jalette, Greg Mullin,

Gerard Jalette

Papers

Our Princess Is in Another Castle: A Review of Trends in Serious Gaming for Education

Appetitive and Defensive Arousal in Violent Video Games: Explaining Individual Differences in Attraction to and Effects of Video Games

The Impact of Genre and Perceived Realism on the Cultivation Process: A Re-Examination of Cultivation Theory

Appetitive and Defensive Arousal in Violent Video Games: Investigating Attraction and Effects

Research Review of Educational