scholarly journals Between Level Up and Game Over: A Systematic Literature Review of Gamification in Education

2021 ◽  
Vol 13 (4) ◽  
pp. 2247 ◽  
Author(s):  
Ana Manzano-León ◽  
Pablo Camacho-Lazarraga ◽  
Miguel A. Guerrero ◽  
Laura Guerrero-Puerta ◽  
José M. Aguilar-Parra ◽  
...  
Keyword(s):  
Systematic Review ◽  
Academic Performance ◽  
Game Design ◽  
Learning Strategy ◽  
Experimental Studies ◽  
Quasi Experimental ◽  
Current Lines ◽  
Meta Analyses ◽  
Game Elements ◽  
The Impact

Educational gamification consists of the use of game elements and game design techniques in the educational context. The objective of this study is to examine the existing evidence on the impact of educational gamification on student motivation and academic performance in the last five years in order to analyze its distribution over time, educational level, variables, and most used game elements, and know the advantages of its implementation in the classroom. For this, a systematic review is proposed through the Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) methodology in three multidisciplinary databases, through an exhaustive search with inclusion and exclusion criteria on quantitative experimental studies that explore gamification in educational centers, which provide information about the most current lines of research. Fourteen studies were included in this review. These used experimental or quasi-experimental designs. Most of them report gamification as a valid learning strategy. The results support the conclusion that educational gamification has a potential impact on the academic performance, commitment, and motivation of students. Therefore, this study implies the need to expand research on the needs and challenges of students when learning with gamified techniques.

scholarly journals The Impact of Stratified Teaching on the Academic Performance of Chinese Middle School Students: A Meta-Analysis

2020 ◽  
Vol 7 (1) ◽  
pp. 735-760
Author(s):  
Hui Shi ◽  
Alan C.K. Cheung ◽  
Elizabeth S.T. Cheung
Keyword(s):  
Information Technology ◽  
Academic Performance ◽  
Meta Analysis ◽  
Experimental Studies ◽  
Chinese Students ◽  
Learning System ◽  
School Students ◽  
Quasi Experimental ◽  
The Impact ◽  
Positive Effect

Stratified teaching is an effective method and means to implement teaching students per their aptitude. Domestic and foreign scholars have carried out many experimental and quasi-experimental studies to observe the impact of stratified teaching on students’ academic performance, but the results are quite different. So, can stratified teaching effectively help Chinese students improve their academic performance? How big is its impact? Which model is more suitable for Chinese students? To answer these questions, this article uses meta-analysis to quantitatively analyze 22 Chinese studies on the impact of Stratified teaching on student academic performance. We found that (i) stratified teaching has a positive effect on students’ academic performance, and the overall combined effect size is 0.53; (ii) among the seven subjects of mathematics, English, physics, chemistry, biology, geography, and information technology, stratified teaching has had a positive effect on their learning. Stratified teaching’s order of effect on different subjects was English > Physics > Geography > Information Technology > Mathematics > Biology > Chemistry; (iii) stratified teaching is suitable for students of different sizes of classrooms. However, the smaller the number of students in the classroom, the better the learning effect, and (iv) stratified teaching is more suitable for improving their learning in the mobile learning system.

scholarly journals Acupuncture in adults with Chemotherapy-Induced Peripheral Neuropathy: a systematic review

2019 ◽  
Vol 27 ◽  
Author(s):  
Amanda Fonseca Baviera ◽  
Karin Olson ◽  
Juliana Maria de Paula ◽  
Bruna Francielle Toneti ◽  
Namie Okino Sawada
Keyword(s):  
Systematic Review ◽  
Experimental Study ◽  
Peripheral Neuropathy ◽  
Side Effects ◽  
Experimental Studies ◽  
Objective Measures ◽  
National Library ◽  
Quasi Experimental ◽  
Meta Analyses ◽  
Inclusion Results

ABSTRACT Objective: to analyze and synthesize knowledge about the effect of acupuncture on chemotherapy-induced peripheral neuropathy symptoms in adults with cancer. Method: the method used was a Systematic Review. Potential articles were identified by searching in the PubMed of National Library of Medicine, Cumulative Index to Nursing and Allied Health Literature, Embase, Cochrane Central and Scopus. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses strategy, 607 articles were identified. After removing the duplicates, all titles and abstracts were reviewed, and seven articles were selected for full review. After the full review, five studies were selected for inclusion. Results: of the five articles included, four were cohort studies and one was a quasi-experimental study. All articles showed that acupuncture was associated with an improvement in the peripheral neuropathy, but the type of protocol, use of medications, time of treatment, and different outcome measures made it difficult to compare the studies. Conclusion: the use of acupuncture appears to be associated with an improvement in the symptoms of chemotherapy-induced peripheral neuropathy and has no side effects. In order to improve the evidence about benefits associated with acupuncture, more experimental studies using both subjective and objective measures are needed.

scholarly journals Educational Interventions for Nursing Students to Develop Communication Skills with Patients: A Systematic Review

2020 ◽  
Vol 17 (7) ◽  
pp. 2241 ◽  
Author(s):  
Lorena Gutiérrez-Puertas ◽  
Verónica V. Márquez-Hernández ◽  
Vanesa Gutiérrez-Puertas ◽  
Genoveva Granados-Gámez ◽  
Gabriel Aguilera-Manrique
Keyword(s):  
Systematic Review ◽  
Nursing Students ◽  
Communication Skills ◽  
Controlled Trial ◽  
Experimental Studies ◽  
Educational Interventions ◽  
Patient Centered ◽  
Randomized Controlled ◽  
Quasi Experimental ◽  
The Impact

Introduction: Nursing students establish therapeutic relationships with their patients and as future nursing professionals, they should be trained to be effective communicators. The objective of this systematic review was to know the impact of educational interventions on nursing students to develop their communication skills with patients. Methods: A systematic review of literature was carried out. The following databases were consulted: CINAHL, PubMed (Ovid Medline), SCOPUS and Web of Science. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses guided this review. As for inclusion criteria, published articles in English from 2000 to 2020 were included. The methodological rigor of the included articles was evaluated with the JBI Critical Appraisal Checklist for Randomized Controlled Trial or Quasi-Experimental Studies. Changes in communication skills with the patient after the implementation of an intervention were analyzed. Results: Of the included studies in this systematic review (N = 19), two studies were randomized controlled trials, others were single group quasi-experimental studies (N = 11) and two group quasi-experimental studies (n = 6). The majority of the studies were carried out in the USA (n = 7). The most frequent educational intervention was simulation (n = 11). As for the improvement of communication skills, 13 of the 19 articles found statistically significant differences in patient-centered communication skills of nursing students. Conclusions: This systematic review provides preliminary evidence of the effectiveness of interventions used to train nursing students in patient-centered communication. Although all the interventions obtained significant results in communication skills, it has not yet been determined which methodology is more effective.

scholarly journals The Effects of Gamification on Computerized Cognitive Training: Systematic Review and Meta-Analysis

10.2196/18644 ◽  
2020 ◽  
Vol 8 (3) ◽  
pp. e18644 ◽  
Author(s):  
Julie F Vermeir ◽  
Melanie J White ◽  
Daniel Johnson ◽  
Geert Crombez ◽  
Dimitri M L Van Ryckeghem
Keyword(s):  
Systematic Review ◽  
Cognitive Training ◽  
Meta Analysis ◽  
Empirical Studies ◽  
Age Groups ◽  
Future Research ◽  
Computerized Cognitive Training ◽  
Meta Analyses ◽  
Game Elements ◽  
The Impact

Background There has been a growing interest in the application of gamification (ie, the use of game elements) to computerized cognitive training. The introduction of targeted gamification features to such tasks may increase motivation and engagement as well as improve intervention effects. However, it is possible that game elements can also have adverse effects on cognitive training (eg, be a distraction), which can outweigh their potential motivational benefits. So far, little is known about the effectiveness of such applications. Objective This study aims to conduct a systematic review and meta-analysis to investigate the effect of gamification on process outcomes (eg, motivation) and on changes in the training domain (eg, cognition), as well as to explore the role of potential moderators. Methods We searched PsycINFO, Cumulative Index to Nursing and Allied Health Literature, ProQuest Psychology, Web of Science, Scopus, PubMed, Science Direct, Excerpta Medica dataBASE, Institute of Electrical and Electronics Engineers Xplore, Association for Computing Machinery, and a range of gray-area literature databases. The searches included papers published between 2008 and 2018. Meta-analyses were performed using a random-effects model. Results The systematic review identified 49 studies, of which 9 randomized controlled trials were included in the meta-analysis. The results of the review indicated that research in this context is still developing and lacks well-controlled empirical studies. Gamification in cognitive training is applied to a large range of age groups and audiences and is mostly delivered at a research site through computers. Rewards and feedback continue to dominate the gamification landscape, whereas social-oriented features (eg, competition) are underused. The meta-analyses showed that gamified training tasks were more motivating/engaging (Hedges g=0.72) and more demanding/difficult (Hedges g=–0.52) than non- or less-gamified tasks, whereas no effects on the training domain were found. Furthermore, no variables moderated the impact of gamified training tasks. However, meta-analytic findings were limited due to a small number of studies. Conclusions Overall, this review provides an overview of the existing research in the domain and provides evidence for the effectiveness of gamification in improving motivation/engagement in the context of cognitive training. We discuss the shortcomings in the current literature and provide recommendations for future research.

scholarly journals The Impact of Self-assessment on Academic Performance: A Meta-analysis Study

2021 ◽  
Vol 7 (4) ◽  
pp. 1151-1166
Author(s):  
Pınar Karaman
Keyword(s):  
Academic Performance ◽  
Meta Analysis ◽  
Empirical Studies ◽  
Experimental Studies ◽  
Moderating Effects ◽  
Self Assessment ◽  
Analysis Study ◽  
External Feedback ◽  
Quasi Experimental ◽  
The Impact

This meta-analysis study synthesizing the results of experimental and quasi experimental studies examined the effects of self-assessment interventions on student academic performance from primary education to higher education. A total of 16 studies with 46 effect sizes involving more than 7,650 participants were included in the analysis. Research synthesis showed that an overall small influence of self-assessment interventions on academic performance (g=.37, p .05). Additionally, moderator analysis was used to examine moderating effects of some variables. The analysis indicated that traditional self-assessment interventions without external feedback have significantly a larger effect (g =.47, p.05) than self-assessment with external feedback (g=.28, p.05) on academic performance. However, effectiveness of other moderating variables (e.g. education level, assessment criteria type, self-assessment training) on academic performance were not statistically significant. The results suggest that further empirical studies are needed to reveal the moderating effects of self-assessment.

scholarly journals The Effects of Gamification on Computerized Cognitive Training: Systematic Review and Meta-Analysis (Preprint)

2020 ◽  
Author(s):  
Julie F Vermeir ◽  
Melanie J White ◽  
Daniel Johnson ◽  
Geert Crombez ◽  
Dimitri M L Van Ryckeghem
Keyword(s):  
Systematic Review ◽  
Cognitive Training ◽  
Meta Analysis ◽  
Empirical Studies ◽  
Age Groups ◽  
Future Research ◽  
Computerized Cognitive Training ◽  
Meta Analyses ◽  
Game Elements ◽  
The Impact

BACKGROUND There has been a growing interest in the application of gamification (ie, the use of game elements) to computerized cognitive training. The introduction of targeted gamification features to such tasks may increase motivation and engagement as well as improve intervention effects. However, it is possible that game elements can also have adverse effects on cognitive training (eg, be a distraction), which can outweigh their potential motivational benefits. So far, little is known about the effectiveness of such applications. OBJECTIVE This study aims to conduct a systematic review and meta-analysis to investigate the effect of gamification on process outcomes (eg, motivation) and on changes in the training domain (eg, cognition), as well as to explore the role of potential moderators. METHODS We searched PsycINFO, Cumulative Index to Nursing and Allied Health Literature, ProQuest Psychology, Web of Science, Scopus, PubMed, Science Direct, Excerpta Medica dataBASE, Institute of Electrical and Electronics Engineers Xplore, Association for Computing Machinery, and a range of gray-area literature databases. The searches included papers published between 2008 and 2018. Meta-analyses were performed using a random-effects model. RESULTS The systematic review identified 49 studies, of which 9 randomized controlled trials were included in the meta-analysis. The results of the review indicated that research in this context is still developing and lacks well-controlled empirical studies. Gamification in cognitive training is applied to a large range of age groups and audiences and is mostly delivered at a research site through computers. Rewards and feedback continue to dominate the gamification landscape, whereas social-oriented features (eg, competition) are underused. The meta-analyses showed that gamified training tasks were more motivating/engaging (Hedges g=0.72) and more demanding/difficult (Hedges g=–0.52) than non- or less-gamified tasks, whereas no effects on the training domain were found. Furthermore, no variables moderated the impact of gamified training tasks. However, meta-analytic findings were limited due to a small number of studies. CONCLUSIONS Overall, this review provides an overview of the existing research in the domain and provides evidence for the effectiveness of gamification in improving motivation/engagement in the context of cognitive training. We discuss the shortcomings in the current literature and provide recommendations for future research.

scholarly journals Reducing repeat paediatric emergency department attendance for non-urgent care: a systematic review of the effectiveness of interventions

2019 ◽  
pp. emermed-2018-207536 ◽  
Author(s):  
Brenda Agyeiwaa Poku ◽  
Pippa Hemingway
Keyword(s):  
Systematic Review ◽  
Meta Analysis ◽  
Experimental Studies ◽  
Primary Care Providers ◽  
Urgent Care ◽  
Care Providers ◽  
Quasi Experimental ◽  
The Usa ◽  
The Impact

ObjectiveNon-urgent paediatric ED (PED) visits appear to contribute a large portion to the growing use of EDs globally. Several interventions have tried to curb repeated non-urgent attendances, but no systematic review of their effectiveness exists. This review examines the effectiveness of interventions designed to reduce subsequent non-urgent PED visits after a non-urgent attendance.MethodA systematic review design. A systematic search of four databases and key journals was conducted from their inception to November 2018. Experimental studies, involving children aged 0–18 years presenting to an ED for non-urgent care, which assessed the effectiveness of interventions on subsequent non-urgent attendance were considered.Results2120 studies were identified. Six studies, including four randomised controlled trials (RCTs) and two quasi-experimental, were included. Studies were of moderate quality methodologically. All studies originated from the USA and involved informational and/or follow-up support interventions. Only two RCTs demonstrated the longest duration of intervention effects on reducing subsequent non-urgent PED attendance. These studies identified participants retrospectively after ED evaluation. The RCT with the largest number of participants involved follow-up support by primary physicians. Meta-analysis was impractical due to wide heterogeneity of the interventions.ConclusionsThere is inconclusive evidence to support any intervention aimed at reducing subsequent non-urgent PED visits following a non-urgent attendance. The long-term impact of interventions is limited, although the effect may be maximised if delivered by primary care providers in children identified after their ED attendance. However, further research is required to evaluate the impact of any such strategies in settings outside the USA.

scholarly journals Universal strategies for the improvement of expressive language skills in the primary classroom: A systematic review

2021 ◽  
pp. 014272372198947
Author(s):  
Keeley L. Dobinson ◽  
Julie E. Dockrell
Keyword(s):  
Systematic Review ◽  
Oral Language ◽  
Current Knowledge ◽  
Language Skills ◽  
Experimental Studies ◽  
Book Reading ◽  
Future Research ◽  
Universal Language ◽  
Quasi Experimental ◽  
Meta Analyses

Oral language skills underpin children’s educational success and enhance positive life outcomes. Yet, significant numbers of children struggle to develop competence in speaking and listening, especially those from areas of high economic deprivation. A tiered intervention model, graduating the level of provision in line with levels of need, has been posited as most appropriate for supporting children’s language development. The first tier, or universal provision, is characterised by high-quality, evidence-informed language teaching for all. To date, our understanding of effective universal language delivery remains limited, particularly in the primary-school age range. This systematic review addresses this gap by identifying and evaluating existing evidence with the aim of informing practice and future research. Following PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines, a systematic search protocol was used to identify experimental and quasi-experimental studies evaluating universal approaches designed to support children’s oracy skills. Thirty-one studies were identified for inclusion and their characteristics and findings are reported and their reliability evaluated. Studies provide indicative evidence for the effectiveness of interactive book reading, structured vocabulary programmes, manualised curricula and approaches involving speech and language therapists. The strengths and weaknesses of our current knowledge are outlined and implications for practice and research are discussed.

scholarly journals The Impact of Flipped Classroom on College Students’ Academic Performance: A Meta-Analysis Based on 20 Experimental Studies

2021 ◽  
Vol 8 (2) ◽  
pp. 1059-1080
Author(s):  
Qing Zhang ◽  
Elizabeth S. T. Cheung ◽  
Christian S. T. Cheung
Keyword(s):  
College Students ◽  
Academic Performance ◽  
Liberal Arts ◽  
Flipped Classroom ◽  
Practical Knowledge ◽  
Meta Analysis ◽  
Experimental Studies ◽  
Effect Sizes ◽  
Quasi Experimental ◽  
The Impact

The flipped classroom is one the most popular teaching models in recent years. Domestic and international scholars have carried out many experimental and quasi-experimental studies to explore the impact of flipped classroom on students’ academic performance, but the results are mixed. To further explore the impact of flipped classroom on college students’ academic performance, this paper adopted the meta-analysis method to quantitatively analyze 20 domestic and international experimental studies of flipped classroom. We found that: i) The flipped classroom positively affected college students’ academic performance, and the overall combined effect size was 0.66; ii) Effect sizes vary somewhat by subject types. For example, effect sizes for science, liberal arts, and engineering were 0.75, 0.72, and 0.34, respectively; iii) The flipped classroom had the same effect on the learning effect of different knowledge types, but practical knowledge learning was better than theoretical knowledge; and iv) The flipped classroom had produced significant impact on different class sizes, particularly medium class size.

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