REID (Research and Evaluation in Education)
Keywords
game-based science learning, learning outcomes, meta-analysis
Document Type
Article
Abstract
This study identifies the effectiveness of game-based science learning (GBSL) for improving students' learning outcomes by conducting a literature review of the current research from 2010 to 2017. This study also explores the correlation between variation in school level and year of publication on GBSL effect size. Data were collected from peer-reviewed journal articles published in educational databases including ERIC (Educational Research Information Centre), Springer Link, ProQuest education journal, and A+ education. Seven inclusion criteria were used to select relevant studies. Comprehensive Meta-Analysis (CMA 2.0) was used to analyze the data. This study finds that (1) GBSL intervention has a statistically significant effect on students' learning outcomes with a higher average on the effect size of the experimental group (41.12) than the control group (37.07). The mean of the reviewed studies' effect size is 0.667 in the medium category. (2) The implementation of GBSL in secondary school has a bigger average effect size than in elementary school. Year of publication and effect size has a low positive correlation with a coefficient of correlation 0.40.
Page Range
152-168
Issue
2
Volume
5
Digital Object Identifier (DOI)
10.21831/reid.v5i2.28073
Source
https://journal.uny.ac.id/index.php/reid/article/view/28073
Recommended Citation
Setiawan, H., & Phillipson, S. (2019). The effectiveness of Game-Based Science Learning (GBSL) to improve students' academic achievement: A meta-analysis of current research from 2010 to 2017. REID (Research and Evaluation in Education), 5(2), 152-168. https://doi.org/10.21831/reid.v5i2.28073
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