Effects of Scaffolding in Digital Game-Based Learning on Student’s Achievement: a Three-Level Meta-analysis

2022 ◽  
Author(s):  
Zhihui Cai ◽  
Peipei Mao ◽  
Dandan Wang ◽  
Jinbo He ◽  
Xinjie Chen ◽  
...  
Keyword(s):  
Meta Analysis ◽  
Digital Game ◽  
Game Based Learning

The effects of competition in digital game-based learning (DGBL): a meta-analysis

2020 ◽  
Vol 68 (4) ◽  
pp. 1855-1873 ◽  
Author(s):  
Ching-Huei Chen ◽  
Chun-Chao Shih ◽  
Victor Law
Keyword(s):  
Meta Analysis ◽  
Digital Game ◽  
Game Based Learning

Digital game-based learning for K-12 mathematics education: A meta-analysis

2018 ◽  
Vol 118 (3-4) ◽  
pp. 113-126 ◽  
Author(s):  
JaeHwan Byun ◽  
Eunmi Joung
Keyword(s):  
Mathematics Education ◽  
Meta Analysis ◽  
Digital Game ◽  
Game Based Learning ◽  
K 12

scholarly journals Affect and willingness to communicate in digital game-based learning

ReCALL ◽  
2014 ◽  
Vol 27 (1) ◽  
pp. 38-57 ◽  
Author(s):  
Hayo Reinders ◽  
Sorada Wattana
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Classroom Practice ◽  
Digital Games ◽  
Willingness To Communicate ◽  
Digital Game ◽  
Game Based Learning ◽  
Learning Program ◽  
Barriers To Learning ◽  
Learning And Teaching

AbstractThe possible benefits of digital games for language learning and teaching have received increasing interest in recent years. Games are said, amongst others, to be motivating, to lower affective barriers in learning, and to encourage foreign or second language (L2) interaction. But how do learners actually experience the use of games? What impact does gameplay have on students’ perceptions of themselves as learners, and how does this affect their learning practice? These questions are important as they are likely to influence the success of digital game-based language learning, and as a result the way teachers might integrate games into the curriculum. In this study we investigated the experiences of five students who had participated in a fifteen-week game-based learning program at a university in Thailand. We conducted six interviews with each of them (for a total of 30 interviews) to identify what impact gameplay had in particular on their willingness to communicate in English (MacIntyre, Dörnyei, Clément & Noels, 1998). The results showed that gameplay had a number of benefits for the participants in this study, in particular in terms of lowering their affective barriers to learning and increasing their willingness to communicate. We discuss the implications of these results in terms of further research and classroom practice.

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