Comparison of meta-analysis and meta-thematic analysis of game-based applications in preschool and primary education levels

This research aims to examine the effects of game-based applications on educational processes in pre-school and primary education levels using the mixed-meta method. For this purpose, quantitative and qualitative studies accessed from existing databases at national and international levels were analyzed. In the meta-analysis process, which constitutes the quantitative dimension of the study, the effects of game-based applications on pre-school and primary education levels were examined. In the meta-thematic analysis process, which constitutes the qualitative dimension of the research, the effects of game-based applications on cognitive, social-emotional, language development, and kinesthetic field in educational processes and the negative characteristics of game-based applications were investigated. The data accessed from the studies included in the meta-analysis process of the study were analyzed with the CMA program. The results of the analysis indicate that game-based applications contribute positively to the academic success of students. The data accessed during the meta-thematic analysis process of the study was subjected to content analysis and the Maxqda program was used in this process. The analysis shows that game-based applications support active learning processes and contribute positively to learning environments in the context of socialization, cooperative learning, and developing positive attitudes towards the course. In addition, game-based applications make it easier to achieve gains in educational life as they provide meaningful and permanent learning. In this context, it is anticipated that presenting game-based applications in pre-school and primary education by comparing their effectiveness with meta-analysis and meta-thematic analysis will contribute to the literature.