A Meta-analysis of the Impact of Gamification of Learning on Learning Outcomes in Science Education: Based on 34 Experimental and Quasi-experimental Studies

Mengli Sun

doi:doi:10.11648/j.si.20231101.11

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A Meta-analysis of the Impact of Gamification of Learning on Learning Outcomes in Science Education: Based on 34 Experimental and Quasi-experimental Studies

Mengli Sun

Published in Science Innovation (Volume 11, Issue 1)

Received: 13 November 2022 Accepted: 4 January 2023 Published: 10 January 2023

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Abstract

As a new teaching method to enhance students' learning experience and motivation, gamification of learning has attracted the attention of educators. However, it is not completely certain that gamification of learning can improve students' learning outcomes. Therefore, in order to explore the impact of gamification of learning on learning outcomes in science education, this study used a meta-analysis to sort out and quantitatively analyze the results of 34 experimental and quasi experimental studies, and explore the effect of gamification of learning from the overall effect, discipline, intervention time and other aspects. The results show that: (1) Compared with traditional teaching methods, gamification of learning has played a more moderate role in promoting the learning outcomes of science education. (2) Gamification of learning has a high degree of promotion effect on declarative knowledge and procedural knowledge, and there is no significant difference, but it only has a medium degree of promotion effect on the retention of knowledge. (3) The influence of gamification of learning on learning outcomes in science education is affected by class size, experimental intervention time and other regulatory variables. (4) The influence of two kinds of regulatory variables, namely, the way of gamafication and discipline, on scientific learning outcomes cannot be completely determined, and the results should be treated with caution.

Published in	Science Innovation (Volume 11, Issue 1)
DOI	10.11648/j.si.20231101.11
Page(s)	1-7
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2023. Published by Science Publishing Group

Keywords

Gamification of Learning, Meta-analysis, Science Education, Learning Outcomes

References

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Mengli Sun. (2023). A Meta-analysis of the Impact of Gamification of Learning on Learning Outcomes in Science Education: Based on 34 Experimental and Quasi-experimental Studies. Science Innovation, 11(1), 1-7. https://doi.org/10.11648/j.si.20231101.11

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ACS Style

Mengli Sun. A Meta-analysis of the Impact of Gamification of Learning on Learning Outcomes in Science Education: Based on 34 Experimental and Quasi-experimental Studies. Sci. Innov. 2023, 11(1), 1-7. doi: 10.11648/j.si.20231101.11

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AMA Style

Mengli Sun. A Meta-analysis of the Impact of Gamification of Learning on Learning Outcomes in Science Education: Based on 34 Experimental and Quasi-experimental Studies. Sci Innov. 2023;11(1):1-7. doi: 10.11648/j.si.20231101.11

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@article{10.11648/j.si.20231101.11,
  author = {Mengli Sun},
  title = {A Meta-analysis of the Impact of Gamification of Learning on Learning Outcomes in Science Education: Based on 34 Experimental and Quasi-experimental Studies},
  journal = {Science Innovation},
  volume = {11},
  number = {1},
  pages = {1-7},
  doi = {10.11648/j.si.20231101.11},
  url = {https://doi.org/10.11648/j.si.20231101.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.si.20231101.11},
  abstract = {As a new teaching method to enhance students' learning experience and motivation, gamification of learning has attracted the attention of educators. However, it is not completely certain that gamification of learning can improve students' learning outcomes. Therefore, in order to explore the impact of gamification of learning on learning outcomes in science education, this study used a meta-analysis to sort out and quantitatively analyze the results of 34 experimental and quasi experimental studies, and explore the effect of gamification of learning from the overall effect, discipline, intervention time and other aspects. The results show that: (1) Compared with traditional teaching methods, gamification of learning has played a more moderate role in promoting the learning outcomes of science education. (2) Gamification of learning has a high degree of promotion effect on declarative knowledge and procedural knowledge, and there is no significant difference, but it only has a medium degree of promotion effect on the retention of knowledge. (3) The influence of gamification of learning on learning outcomes in science education is affected by class size, experimental intervention time and other regulatory variables. (4) The influence of two kinds of regulatory variables, namely, the way of gamafication and discipline, on scientific learning outcomes cannot be completely determined, and the results should be treated with caution.},
 year = {2023}
}

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TY  - JOUR
T1  - A Meta-analysis of the Impact of Gamification of Learning on Learning Outcomes in Science Education: Based on 34 Experimental and Quasi-experimental Studies
AU  - Mengli Sun
Y1  - 2023/01/10
PY  - 2023
N1  - https://doi.org/10.11648/j.si.20231101.11
DO  - 10.11648/j.si.20231101.11
T2  - Science Innovation
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PB  - Science Publishing Group
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AB  - As a new teaching method to enhance students' learning experience and motivation, gamification of learning has attracted the attention of educators. However, it is not completely certain that gamification of learning can improve students' learning outcomes. Therefore, in order to explore the impact of gamification of learning on learning outcomes in science education, this study used a meta-analysis to sort out and quantitatively analyze the results of 34 experimental and quasi experimental studies, and explore the effect of gamification of learning from the overall effect, discipline, intervention time and other aspects. The results show that: (1) Compared with traditional teaching methods, gamification of learning has played a more moderate role in promoting the learning outcomes of science education. (2) Gamification of learning has a high degree of promotion effect on declarative knowledge and procedural knowledge, and there is no significant difference, but it only has a medium degree of promotion effect on the retention of knowledge. (3) The influence of gamification of learning on learning outcomes in science education is affected by class size, experimental intervention time and other regulatory variables. (4) The influence of two kinds of regulatory variables, namely, the way of gamafication and discipline, on scientific learning outcomes cannot be completely determined, and the results should be treated with caution.
VL  - 11
IS  - 1
ER  -

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Author Information

Mengli Sun

Network Education College, Beijing University of Posts and Telecommunications, Beijing, China

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Mengli Sun. (2023). A Meta-analysis of the Impact of Gamification of Learning on Learning Outcomes in Science Education: Based on 34 Experimental and Quasi-experimental Studies. Science Innovation, 11(1), 1-7. https://doi.org/10.11648/j.si.20231101.11

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ACS Style

Mengli Sun. A Meta-analysis of the Impact of Gamification of Learning on Learning Outcomes in Science Education: Based on 34 Experimental and Quasi-experimental Studies. Sci. Innov. 2023, 11(1), 1-7. doi: 10.11648/j.si.20231101.11

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AMA Style

Mengli Sun. A Meta-analysis of the Impact of Gamification of Learning on Learning Outcomes in Science Education: Based on 34 Experimental and Quasi-experimental Studies. Sci Innov. 2023;11(1):1-7. doi: 10.11648/j.si.20231101.11

Copy | Download

@article{10.11648/j.si.20231101.11,
  author = {Mengli Sun},
  title = {A Meta-analysis of the Impact of Gamification of Learning on Learning Outcomes in Science Education: Based on 34 Experimental and Quasi-experimental Studies},
  journal = {Science Innovation},
  volume = {11},
  number = {1},
  pages = {1-7},
  doi = {10.11648/j.si.20231101.11},
  url = {https://doi.org/10.11648/j.si.20231101.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.si.20231101.11},
  abstract = {As a new teaching method to enhance students' learning experience and motivation, gamification of learning has attracted the attention of educators. However, it is not completely certain that gamification of learning can improve students' learning outcomes. Therefore, in order to explore the impact of gamification of learning on learning outcomes in science education, this study used a meta-analysis to sort out and quantitatively analyze the results of 34 experimental and quasi experimental studies, and explore the effect of gamification of learning from the overall effect, discipline, intervention time and other aspects. The results show that: (1) Compared with traditional teaching methods, gamification of learning has played a more moderate role in promoting the learning outcomes of science education. (2) Gamification of learning has a high degree of promotion effect on declarative knowledge and procedural knowledge, and there is no significant difference, but it only has a medium degree of promotion effect on the retention of knowledge. (3) The influence of gamification of learning on learning outcomes in science education is affected by class size, experimental intervention time and other regulatory variables. (4) The influence of two kinds of regulatory variables, namely, the way of gamafication and discipline, on scientific learning outcomes cannot be completely determined, and the results should be treated with caution.},
 year = {2023}
}

Copy | Download

TY  - JOUR
T1  - A Meta-analysis of the Impact of Gamification of Learning on Learning Outcomes in Science Education: Based on 34 Experimental and Quasi-experimental Studies
AU  - Mengli Sun
Y1  - 2023/01/10
PY  - 2023
N1  - https://doi.org/10.11648/j.si.20231101.11
DO  - 10.11648/j.si.20231101.11
T2  - Science Innovation
JF  - Science Innovation
JO  - Science Innovation
SP  - 1
EP  - 7
PB  - Science Publishing Group
SN  - 2328-787X
UR  - https://doi.org/10.11648/j.si.20231101.11
AB  - As a new teaching method to enhance students' learning experience and motivation, gamification of learning has attracted the attention of educators. However, it is not completely certain that gamification of learning can improve students' learning outcomes. Therefore, in order to explore the impact of gamification of learning on learning outcomes in science education, this study used a meta-analysis to sort out and quantitatively analyze the results of 34 experimental and quasi experimental studies, and explore the effect of gamification of learning from the overall effect, discipline, intervention time and other aspects. The results show that: (1) Compared with traditional teaching methods, gamification of learning has played a more moderate role in promoting the learning outcomes of science education. (2) Gamification of learning has a high degree of promotion effect on declarative knowledge and procedural knowledge, and there is no significant difference, but it only has a medium degree of promotion effect on the retention of knowledge. (3) The influence of gamification of learning on learning outcomes in science education is affected by class size, experimental intervention time and other regulatory variables. (4) The influence of two kinds of regulatory variables, namely, the way of gamafication and discipline, on scientific learning outcomes cannot be completely determined, and the results should be treated with caution.
VL  - 11
IS  - 1
ER  -

Copy | Download