How Digital Games Impact Student Motivation in Science: Meta Analysis
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| Title: | How Digital Games Impact Student Motivation in Science: Meta Analysis |
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| Language: | English |
| Authors: | Widayanti, Edi Istiyono, Haryanto, Heri Retnawati |
| Source: | Journal of Teaching and Learning. 2026 20(1):222-239. |
| Availability: | Journal of Teaching and Learning. 401 Sunset Ave. Faculty of Education, University of Windsor, Windsor, Ontario, Canada N9B 3P4. Tel: 519-253-3000 Ext. 4068; e-mail: jtl@uwindsor.ca; Web site: https://ojs.uwindsor.ca/index.php/JTL |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Information Analyses |
| Education Level: | Elementary Secondary Education Postsecondary Education |
| Descriptors: | Video Games, Student Motivation, Science Education, Instructional Effectiveness, Effect Size, Elementary Secondary Education, Postsecondary Education, Learner Engagement, Foreign Countries |
| Geographic Terms: | United States, Taiwan, Singapore |
| ISSN: | 1492-1154 1911-8279 |
| Abstract: | Learning related to games is always interesting to discuss because games promise to stimulate the imagination, spark curiosity, encourage discussion and debate, and enable experimentation and investigation. Various studies related to learning to load games have been conducted and published, making it necessary to examine the impact of games on students' motivation to learn science. This study aims to compare the success of science learning that uses games with other learning methods, focusing on motivation as the independent variable. This research uses a meta-analysis approach, based on articles published between 2014 and 2023 in Scopus, ERIC, Taylor and Francis, and Dimensions. A total of 51 studies were identified from various countries worldwide. This analysis uses a contrast group model, with moderator variables including publication indexer, school level, motivation indicator, country, and year of publication. The study also examines effect size (ES), outliers, and publication bias using forest plots, funnel plots, and Egger's test, all analyzed with R software. The results show that digital games affect student motivation in learning general science, with an ES of g = 0.22 (p < 0.001, 95% CI [0.10; 0.34]). The forest plot revealed heterogeneity in the research data, the funnel plot showed the spread of data, and Eggers' test returned a p-value of 0.25. Possible reasons for these findings, limitations, and future research directions are also discussed. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1494656 |
| Database: | ERIC |
| Abstract: | Learning related to games is always interesting to discuss because games promise to stimulate the imagination, spark curiosity, encourage discussion and debate, and enable experimentation and investigation. Various studies related to learning to load games have been conducted and published, making it necessary to examine the impact of games on students' motivation to learn science. This study aims to compare the success of science learning that uses games with other learning methods, focusing on motivation as the independent variable. This research uses a meta-analysis approach, based on articles published between 2014 and 2023 in Scopus, ERIC, Taylor and Francis, and Dimensions. A total of 51 studies were identified from various countries worldwide. This analysis uses a contrast group model, with moderator variables including publication indexer, school level, motivation indicator, country, and year of publication. The study also examines effect size (ES), outliers, and publication bias using forest plots, funnel plots, and Egger's test, all analyzed with R software. The results show that digital games affect student motivation in learning general science, with an ES of g = 0.22 (p < 0.001, 95% CI [0.10; 0.34]). The forest plot revealed heterogeneity in the research data, the funnel plot showed the spread of data, and Eggers' test returned a p-value of 0.25. Possible reasons for these findings, limitations, and future research directions are also discussed. |
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| ISSN: | 1492-1154 1911-8279 |
