Game?based learning has good chemistry with chemistry education: A three?level meta?analysis

Game-based learning (GBL) may address the unique characteristics of a single subject such as chemistry. Previous systematic reviews on effects GBL have yielded contradictory results concerning cognitive and motivational outcomes. This meta-analysis aims to: (a) estimate overall effect size in chemistry education cognitive, motivational, emotional outcomes compared with non-GBL (i.e., media comparison); (b) examine possible moderators effects; (c) identify more effective game design instructional features value-added comparison). We screened 842 articles included 34 studies. study is first that employed three-level random-effects model for effects. Moderator analysis used mixed-effects meta-regression model. Results from comparison suggest was cognition (g = 0.70, k 30, N 4155), retention 0.59, 20, 2860), motivation 0.35, 7, 974) than substantial heterogeneity (I2 86%) No reported outcomes, studies considering comparisons versus without specific (k 3) were too few to perform meta-analysis. analyses implied except publication source sample size, no other moderator related sizes. There be small-study effects, particularly bias. Although we conclude enhances non-GBL, also make clear additional high-quality research needed guidelines further improve GBL. More meta-analyses subjects are needed. As emphasizes emotion, call emotion relationships between cognition, motivation,