How effective is game-based learning in science education? A meta-analysis study

This research aims to synthesize the results of primary studies to examine the extent to which game-based learning impacts students' science achievement, attitudes and motivation toward science, and retention of learning compared to the traditional teaching method. For this purpose, a comprehensive literature review was conducted, including 63 primary studies that met the predefined inclusion criteria. The overall effect size was calculated for each dependent variable using the meta-analysis method. In addition, moderator analyses were performed to explore the influence of the study characteristics (publication, sample, research design, intervention, and game) on the effectiveness of game-based learning. Hedges g was used as the effect size measure in the analyses, and a random effects model was employed to estimate the overall effect size. The results of the meta-analysis show that game-based learning had a large effect on students' science achievement (g=1.13; 95% CI [0.92; 1.34]; k=58; p<0.001), greatly increased students' attitudes towards science (g=1.13; 95% CI [0.76; 1.50]; k=22; p<0.001), students' motivation in science (g=1.15; %CI [0.76; 1.53]; k=9; p<0.001) and retention of knowledge (g=1.94; 95% CI [1.47; 2.42]; k=20; p<0.001). In addition, moderator analyses related to study characteristics indicate that the moderator variables, such as grade level, subject area, learning environment, game type, and the number of people playing games, play a role in the effectiveness of game-based learning. In summary, the results of this meta-analysis provide strong evidence that the use of the game-based teaching method in science lessons can significantly contribute to student's cognitive and affective outcomes.