Efficiency of digital and non-digital educational games: A comparative meta-analysis and a meta-thematic analysis

Talan, Tarık; Doğan, Yunus

doi:10.1080/15391523.2020.1743798

Cited by 44 publications

(40 citation statements)

References 127 publications

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“…In this vein, Kapp [14] holds that digital educational games, based on computer technology, aesthetics, and gameplay mechanics, are capable of engaging students and keeping them motivated. Recent research evidence suggests that, when used wisely, digital educational games can afford a new medium of learning, which then gives way to the emergence of digital educational games in various contexts [15,16]. For example, Yuda [17] examined the effectiveness of flash-based puzzle digital games of Japanese maps and found that educational games as digital education materials have an impact on improving pupils' spatial thinking, expanding their views, and supporting geographical education.…”

Section: Literature Reviewmentioning

confidence: 99%

Towards the Sustainable Development of Digital Educational Games for Primary School Students in China

2021

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Despite considerable discussion on the benefits of digital educational games, empirical research on their effectiveness in primary schools in China is limited. This case study aimed to promote the sustainable development of digital educational games in primary schools in China by examining the effect of digital educational games on primary school students’ vocabulary acquisition and ascertaining their perceptions and attitudes toward this approach. Given the purposes of this study, an embedded mixed methods research design was employed. Two Grade 4 classes at a Chinese primary school were recruited in this study. During the quasi-experiment, the experimental class (n = 50) was provided with educational game software, Quizlet, while the control class (n = 50) was taught through a traditional teaching method. The results show that integrating educational games into language education in the primary schools was effective in improving students’ vocabulary acquisition. This study makes a case for further research of digital educational games in language classrooms at a primary level in China. Implications are made regarding the future sustainable implementation of digital educational games in primary schools in China.

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Section: Literature Reviewmentioning

confidence: 99%

Towards the Sustainable Development of Digital Educational Games for Primary School Students in China

2021

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“…While it is true that there are many definitions of what gamification is, one of the most widespread is the one proposed by Kapp (2012), which includes the integration of characteristics, mechanics and aesthetics of games into non-playful contexts with the main purpose of engaging the participants. Studies have shown that games are considered effective pedagogical resources as they promote the acquisition of contents, motivation and critical thinking (Martínez-Navarro 2017; Talan et al, 2020). The breadth of the term gamification meant that it was necessary to be more specific about this methodology.…”

Section: Srs: Setting the Class In A Playful Contextmentioning

confidence: 99%

Active learning in history teaching in higher education: The effect of inquiry-based learning and a student response system-based formative assessment in teacher training

Tirado‐Olivares

Gutiérrez

García-Olivares

et al. 2021

AJET

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Information and communication technology has produced changes in the demands of modern-day society (e.g., most jobs will require advanced digital skills in the short term). In addition, nowadays, new active methodologies using emerging technologies are being put into practice. However, little research has been conducted with pre-service teachers, particularly in the teaching of history. This quantitative study analysed the impact of the implementation of a mixed methodology using inquiry-based learning and a student response system (SRS) for the formative assessment of the academic achievement of 240 prospective primary teachers of history. The application of this mixed methodology shows better academic results than traditional lecture-based teaching. In addition, students’ scores achieved through use of the SRS predicted the scores of male students in the final exam; however, this was not in the case for females. Implications for practice or policy: The introduction of information and communication technology into history teaching brings active learning environments in higher education. Pre-service teachers can improve their knowledge of history through the implementation of inquiry-based learning methodology and SRSs. Our results indicate that an SRS can be an effective tool for teachers to carry out students' formative assessment. Teachers can effectively use SRS scores to predict male students' performance in history, but not female performance.

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“…Zou (2020) demonstrates in his research a gamified inverted EFL class for primary education on the perception of students and teachers. Talan et al (2020) demonstrate the effectiveness of digital and nondigital educational games: a comparative meta-analysis and metathematic analysis in terms of language learning. Cabrera-Solano et al (2020) enhance the active learning of EFL students using mobile devices "Formative".…”

Section: Analysis Of Recent Research and Publicationsmentioning

confidence: 99%

The Use of the Activity Approach in Teaching Foreign Languages in Higher Education Institutions

Biletska

Kuchai

Kravtsova

et al. 2021

RREM

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The article characterizes the essence of the activity approach in the aspect of learning foreign languages. An analysis of foreign scholars’ recommendations on the implementation of the principle of activity approach to learning was made. The essence of teaching in higher educational institutions, that is to help the teacher to acquire speech competencies for learning foreign languages. The essence of the activity approach principle, which consists of integral training with the active student, is found out. The teacher acts only as a guiding partner, providing advice on the way to achieve the goal. The disadvantages of the activity approach to teaching a foreign language are highlighted: time constraints, insufficient level of students’ basic knowledge and their unwillingness to study entirely student-oriented, during which the student is given full independence in choosing a way to effectively achieve the goal. During the experimental application of the activity approach, we used exercises in teaching vocabulary, grammar, phonetics and reading foreign texts. The essence of teaching methods is revealed, that is divided into three main phases of a foreign language lesson, based on the activity approach: the initial phase, the implementation phase and the analysis phase. Based on the results of the empirical research, a training program that will help to increase the level of knowledge and skills of the respondents of the experimental group was developed, based on educational group and frontal consultation and training for both students and teachers in higher educational institutions.

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Efficiency of digital and non-digital educational games: A comparative meta-analysis and a meta-thematic analysis

Cited by 44 publications

References 127 publications

Towards the Sustainable Development of Digital Educational Games for Primary School Students in China

Towards the Sustainable Development of Digital Educational Games for Primary School Students in China

Active learning in history teaching in higher education: The effect of inquiry-based learning and a student response system-based formative assessment in teacher training

The Use of the Activity Approach in Teaching Foreign Languages in Higher Education Institutions

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