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The Impact of Educational Games on Learning Outcomes: Evidence From a Meta-Analysis

Jiaopin Ren (Zhongyuan Institute of Science and Technology, China), Wei Xu (City University of Macau, China), and Ziqing Liu (City University of Macau, China)

Source Title: International Journal of Game-Based Learning (IJGBL)14(1)

ISSN: 2155-6849|EISSN: 2155-6857|EISBN13: 9798369325162|DOI: 10.4018/IJGBL.336478

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MLA

Ren, Jiaopin, et al. "The Impact of Educational Games on Learning Outcomes: Evidence From a Meta-Analysis." IJGBL vol.14, no.1 2024: pp.1-25. https://doi.org/10.4018/IJGBL.336478

APA

Ren, J., Xu, W., & Liu, Z. (2024). The Impact of Educational Games on Learning Outcomes: Evidence From a Meta-Analysis. International Journal of Game-Based Learning (IJGBL), 14(1), 1-25. https://doi.org/10.4018/IJGBL.336478

Chicago

Ren, Jiaopin, Wei Xu, and Ziqing Liu. "The Impact of Educational Games on Learning Outcomes: Evidence From a Meta-Analysis," International Journal of Game-Based Learning (IJGBL) 14, no.1: 1-25. https://doi.org/10.4018/IJGBL.336478

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Abstract

The objective of this study is to examine and compare the impact of serious games and gamification on learning achievement and motivation. The results of the meta-analysis indicate that gamification has a more positive influence on learning achievement and motivation compared to serious games. The analysis reveals that gamification demonstrates a stronger impact on extrinsic motivation than on intrinsic motivation. Serious games have a more positive effect on intrinsic motivation in comparison to extrinsic motivation. The overall outcome suggests that gamification has relatively stronger effects than serious games. While the impact on extrinsic motivation is more significant with both approaches, serious games excel in fostering intrinsic motivation. However, further research is recommended to investigate the specific mechanisms that drive these effects and to identify optimal strategies for implementing serious games and gamification in diverse educational settings.