Can Game-Based Learning Promote Students' Achievement in Chemistry:Meta-Analysis on 32 Chemical Game-Based Learning Studies at Home and Abroad
CAI Dan-Ju1,2, QIAN Yang-Yi1**, LI Lin-Shen1,3
1. College of Chemistry, South China Normal University, Guangzhou 510006, China;
2. Nanhai Senior High School, Foshan 528200, China;
3. Shimen Senior High School, Foshan 528200, China
Abstract Although scholars at home and abroad have carried a large number of experimental studies on exploring the effect of game-based learning on students' chemistry learning achievement, however, the research results are different, and there is no specific study that can present a consistent conclusion. In view of this, this article used meta-analysis method to make a quantitative analysis of 32 experimental and quasi-experimental studies from domestic and abroad on chemical game-based learning for the last ten years. The results showed that:(1)the overall effect size of the included studies was 0.730, which indicated that the chemical game-based learning had a positive impact on students' learning achievement; (2) there were significant differences in the effect of game-based learning on chemistry learning achievement, among which the effects of non-electronic games and teaching activity games were more significant than video games and hybrid games;(3) the application of chemical game-based learning in secondary school had greater impact on students' learning achievement; (4) chemical game-based learning in medium- and small-scale class had a greater impact on learning performance than large-scale class. Finally, the article proposed strategies and recommendations for advancing the application of the chemical game in the classroom and improving chemical game-based learning.
CAI Dan-Ju, QIAN Yang-Yi, LI Lin-Shen. Can Game-Based Learning Promote Students' Achievement in Chemistry:Meta-Analysis on 32 Chemical Game-Based Learning Studies at Home and Abroad[J]. Chinese Journal of Chemical Education, 2021, 42(9): 59-66.
