In educational settings, game-based pedagogy (GBP) includes different types of instructional approaches to improve the learning experience, but there are few comprehensive analyses comparing these instructional approaches. Therefore, in order to better explore the impact of GBP on different aspects of learners, this study attempts to synthesize the empirical research that has been published in the past 10 years on game-based learning (GBL) or gamification, revealing the consistencies and inconsistencies between the different studies. This three-level meta-analysis integrated data from 1,029 effect sizes from 193 randomized or quasi-randomized trials to assess the effect of GBP on learning outcomes. This study employs a multilevel meta-analysis method for data analysis. In the three-level meta-analysis model, the sampling variance of the observed effect sizes was set to level 1, the variance between effect sizes within the same study was set to level 2, and the between-study variance was set to level 3. Statistical analyses used instructional approaches as the independent variable, learning outcomes as the dependent variable, and learning domains, learning stages, and intervention durations as moderating variables. The results of the study showed that game-based learning had a high positive effect on learning outcomes ( d = 0.871) and gamification had a medium positive effect on learning outcomes ( d = 0.754). Significant moderating effects were observed for learning domains, intervention durations, and learning stages. These findings provide valuable guidance for the design and application of GBP and emphasize the need to consider moderating factors in educational practice.
Xu et al. (Fri,) studied this question.
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