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

This meta‐analysis investigated the effects of learning video games on mathematics achievement of PreK‐12th‐grade students compared with traditional classroom instructional methods. Results from the 24 collected studies showed heterogeneity among effect sizes, both in magnitude and direction. Using...

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Vydané v:	Journal of computer assisted learning Ročník 35; číslo 3; s. 407 - 420
Hlavní autori:	Tokac, Umit, Novak, Elena, Thompson, Christopher G.
Médium:	Journal Article
Jazyk:	English
Vydavateľské údaje:	Oxford Wiley-Blackwell 01.06.2019 Wiley Subscription Services, Inc
Predmet:	academic achievement Achievement Gains Classrooms Comparative Analysis Computer & video games Computer Assisted Instruction Computer Games Conventional Instruction digital games Effect Size Elementary Secondary Education Empirical analysis Game theory Heterogeneity Instructional Effectiveness Instructional Program Divisions Intervention Learning Mathematical analysis Mathematics Mathematics Achievement mathematics education Mathematics Instruction Meta Analysis Preschool Education Students Teaching Methods Video Games
ISSN:	0266-4909, 1365-2729
On-line prístup:	Získať plný text
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