Impact of serious games on science learning achievement compared with more conventional instruction: an overview and a meta-analysis

Riopel, Martin; Nenciovici, Lucian; Potvin, Patrice; Chastenay, Pierre; Charland, Patrick; Blanchette Sarrasin, Jérémie et Masson, Steve (2020). « Impact of serious games on science learning achievement compared with more conventional instruction: an overview and a meta-analysis ». Studies in Science Education, 56(1), pp. 1-46.

Fichier(s) associé(s) à ce document :

Prévisualisation	PDF (Riopel et al. (2020). Studies in Science Education 56(1)) Télécharger (492kB)

Résumé

Serious games have become increasingly available to educators. Empirical studies and meta-analyses have examined their impact on learning achievement. However, natural sciences could have a special relation to serious games by their systematic use of quantitative and predictive models that can generate microworlds and simulations. Since no known meta-analysis on serious games observed a significant impact in the specific context of science learning, the present meta-analysis synthesised results from 79 empirical studies that compared the impact on science learning achievement of instruction using serious games versus instruction using more conventional methods. Consistent with theory and past meta-analyses not specifically related to science learning, post-instruction learning achievement was weakly to moderately higher for declarative knowledge, knowledge retention and procedural knowledge for students taught with serious games. Furthermore, findings of the present work suggest that five moderator variables produced significant effects on the relationship between playing serious games and learning outcomes, and three showed consistent variations in mean effect size that could lead to significance, with more studies and larger samples. These findings are discussed in connection with previous meta-analyses findings, potential pedagogical implications and possible future research.

Type:	Article de revue scientifique
Mots-clés ou Sujets:	Science education, learning achievement, serious game, conventional instruction, meta-analysis, overview
Unité d'appartenance:	Faculté des sciences de l'éducation > Département de didactique
Déposé par:	Martin Riopel
Date de dépôt:	20 févr. 2020 08:41
Dernière modification:	20 févr. 2020 08:41
Adresse URL :	http://archipel.uqam.ca/id/eprint/13275

Versions disponibles de ce document

• Impact of serious games on science learning achievement compared with more conventional instruction: an overview and a meta-analysis. (déposé le 11 févr. 2020 11:48)
  • Impact of serious games on science learning achievement compared with more conventional instruction: an overview and a meta-analysis. (déposé le 20 févr. 2020 08:41) [Actuellement Affiché]

Modifier les métadonnées (propriétaire du document)

Statistiques