A Meta-analysis of Learning Outcomes in Serious Games and Narrative Synthesis of Goal Orientation Effects

The effectiveness of serious games as learning environments has been consistently documented but remains variable across individuals and contexts. The present study investigated the effect of serious games on learning outcomes and examined the role of goal orientation as an individual-difference variable within this relationship. A systematic review following PRISMA guidelines was conducted, combining a meta-analysis of pre–post learning outcome data with a structured narrative synthesis of goal orientation findings in accordance with Synthesis Without Meta-Analysis (SWiM) guidance. The meta-analysis included nine studies and revealed a statistically significant, moderate-to-large overall effect size (d = 0.637, 95% CI [0.483, 0.791], p < .001), indicating that participation in serious game environments is associated with meaningful improvements in knowledge acquisition. High heterogeneity was (I² = 82.13%), and no significant moderating effects were found for task type, sampling method, participant status, age, or gender. The narrative synthesis identified a consistently positive directional relationship between goal orientation and learning outcomes. Findings are discussed in terms of the motivational mechanisms underlying serious game effectiveness.