Abstract
Despite the buzz around gamification as an exciting new method to engage students, evidence of its ability to enhance learning is mixed. In fact, gamification has attracted considerable controversies. Therefore, to make the case for or against gamification in education, it is important to examine the effects of gamification on student learning achievements. This study is a meta-analysis of 30 independent interventions (3,202 participants) drawn from 24 quantitative studies to examine the effects of gamification on student academic performance in various educational settings. The results show an overall significant medium effect size in favor of gamification over learning without gamification (Hedges’s g = 0.504, 95% CI [0.284 – 0.723], p < 0.001). No publication bias is detected. Copyright © 2020 AERA.
| Original language | English |
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| Publication status | Published - Apr 2020 |
| Event | 2020 Annual Meeting of American Educational Research Association: "The Power and Possibilities for the Public Good When Researchers and Organizational Stakeholders Collaborate" - San Francisco, Calif., United States Duration: 17 Apr 2020 → 21 Apr 2020 https://www.aera.net/Events-Meetings/Annual-Meeting/Previous-Annual-Meetings/2020-Annual-Meeting |
Conference
| Conference | 2020 Annual Meeting of American Educational Research Association: "The Power and Possibilities for the Public Good When Researchers and Organizational Stakeholders Collaborate" |
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| Abbreviated title | AERA 2020 |
| Country/Territory | United States |
| City | San Francisco, Calif. |
| Period | 17/04/20 → 21/04/20 |
| Internet address |