Game-based learning verbetert leeruitkomsten en motivatie voor leerlingen in STEM-onderwijs

Utrechtse collega's Michaela Artzmann, Lisette Hornstra, Johan Jeuring en Liesbeth Kester publiceerden onlangs een meta-analyse over de effecten van game-based learning in STEM onderwijs (Science, Technology, Engineering and Mathematics) in het basis- en voortgezet onderwijs. De belangrijkste bevindingen van de meta-analyse zijn dat game-based learning leidt tot verbeterde leeruitkomsten (g = .67) voor alle leerlingen, ongeacht hun leeftijd, geslacht of socio-economische status. Het leren via games leidde ook tot verhoogde motivatie (g = .51) en betrokkenheid (g = .93)  voor leerlingen van alle leeftijden, behalve voor jongere leerlingen in de lagere middelbare school. Verder bleek dat game-gebaseerd leren effectiever was voor leerlingen in het basisonderwijs. De meta-analyse suggereert dat game-gebaseerd leren een effectief middel is om leeruitkomsten, motivatie en betrokkenheid te verbeteren in het STEM-onderwijs.

Het abstract

Game-based learning has proven to be effective and is widely used in science education, but usually the heterogeneity of the student population is being overlooked. To examine the differential effects of game interventions in STEM (Science, Technology, Engineering and Mathematics) related subjects on diverse student groups, a meta-analysis has been conducted that included 39 studies that compared game-based learning interventions with traditional classrooms in primary and early secondary education. We found moderate positive effects on cognition (g = .67), motivation (g = .51), and behaviour (g = .93). Additionally, substantial heterogeneity between studies was found. Moderator analyses indicated that primary school students achieve higher learning outcomes and experience game interventions as more motivating than secondary school students, whereas gender did not have any moderating effect. There were too few studies reporting information on the remaining moderators (socioeconomic status, migration background, and special educational needs) to include them in a multiple meta-regression model. Therefore, we assessed their role by separate moderator analyses, but these results need to be interpreted with caution. Additional descriptive analyses suggested that game-based learning may be less beneficial for students with low socioeconomic status compared to students with high socioeconomic status.