While several studies have investigated the effects of educational games in
education, less attention has been paid specifically to the effects of
educational mobile games in education. To address this gap, this study
conducted a meta-analysis and research synthesis of 38 studies (N =
3302 participants) to investigate the effects of educational mobile
games on students’ learning performance. The analysis included field of
education, level of education, learning setting, intervention duration,
and mobile device type as moderating variables of the obtained effects.
The findings revealed that educational mobile games have a large effect
(g = 0.97) on students’ learning performance, with puzzle games having
the largest effect (g = 1.32) on students’ learning performance.
Additionally, the analysis found that the obtained effect can be
moderated by several variables, including field and level of education,
learning setting, intervention duration, and mobile device type. The
study findings can help various stakeholders (e.g. educators and game
designers or developers) in choosing the appropriate educational mobile
games by taking into consideration several related confounding factors
 

العنوان

Interactive Learning Environments

الناشر

Taylor and Francis

بلد الناشر

المملكة المتحدة

Indexing

Thomson Reuters

معامل التأثير

5,4

نوع المنشور

Both (Printed and Online)

المجلد

--

السنة

2024

الصفحات

1-24