Digital Games, Design, and Learning

2015/04/16 by Douglas B. Clark, Emily E. Tanner-Smith, Emily E. Tanner‐Smith +1 · 1,195 citations
Mathematics · Psychology · Social Sciences · #Affordance #Child Development and Digital Technology #Computer science #Confidence interval #Digital Games and Media #Digital learning #Educational Games and Gamification #Human–computer interaction #Interval (graph theory) #Mathematics #Mathematics education #Moderation #Multimedia #Narrative #Psychology #Statistics #Value (mathematics) #Variance (accounting)

paper · pdf · doi:10.3102/0034654315582065

published in Review of Educational Research 86(1), 79-122 (SAGE Publishing)

openalex publication_date 2015/04/16 · openalex created_date 2016/06/24 · openalex updated_date 2026/08/06

Abstract

In this meta-analysis, we systematically reviewed research on digital games and learning for K-16 students. We synthesized comparisons of game versus nongame conditions (i.e., media comparisons) and comparisons of augmented games versus standard game designs (i.e., value-added comparisons). We used random-effects meta-regression models with robust variance estimates to summarize overall effects and explore potential moderator effects. Results from media comparisons indicated that digital games significantly enhanced student learning relative to nongame conditions ([Formula: see text] = 0.33, 95% confidence interval [0.19, 0.48], k = 57, n = 209). Results from value-added comparisons indicated significant learning benefits associated with augmented game designs ([Formula: see text] = 0.34, 95% confidence interval [0.17, 0.51], k = 20, n = 40). Moderator analyses demonstrated that effects varied across various game mechanics characteristics, visual and narrative characteristics, and research quality characteristics. Taken together, the results highlight the affordances of games for learning as well as the key role of design beyond medium.

Citations

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