Videogames as a learning tool: is game-based learning more effective?

Detalhes bibliográficos
Autor(a) principal: Sousa, Carla Patrícia Gonçalves e
Data de Publicação: 2018
Outros Autores: Costa, Conceição
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
Texto Completo: http://hdl.handle.net/10437/9330
Resumo: The potential of videogames in learning has been increasingly studied, documented and sustained. The present study aims to summarize quantitative results from digital Game-Based Learning (GBL) strategies, through a Systematic Review of Literature with Meta-analysis study, framing conclusions about the effectiveness of the use of videogames as a learning strategy in several contexts. Through a systematic search in scientific databases and researchers’ social networks (Ebsco, ACM, PubMed and ResearchGate), 68 papers were obtained. A screening process, based on inclusion criteria, such as the use of Randomized Controlled Trials (RCTs), digital GBL strategies and measures to evaluate concrete learning gains, resulted in a final sample of 14 experimental studies. Data was gathered and analyzed using two different matrices, and softwares (SPSS and CMA). Considering a joint sample of 1685 subjects, it is possible to mention that digital GBL strategies have shown larger effect-sizes than traditional approaches, namely expository, allowing larger and more effective learning outcomes. This study arises in the context of GamiLearning project, an action-research project, aiming to develop critical and participatory dimensions of media literacy in young people, from 9 to 12 years, through collaborative learning experiences with digital games.
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spelling Videogames as a learning tool: is game-based learning more effective?EDUCAÇÃOVIDEOJOGOSAPRENDIZAGEMMETA-ANÁLISEEDUCATIONVIDEO GAMESLEARNINGMETA-ANALYSISThe potential of videogames in learning has been increasingly studied, documented and sustained. The present study aims to summarize quantitative results from digital Game-Based Learning (GBL) strategies, through a Systematic Review of Literature with Meta-analysis study, framing conclusions about the effectiveness of the use of videogames as a learning strategy in several contexts. Through a systematic search in scientific databases and researchers’ social networks (Ebsco, ACM, PubMed and ResearchGate), 68 papers were obtained. A screening process, based on inclusion criteria, such as the use of Randomized Controlled Trials (RCTs), digital GBL strategies and measures to evaluate concrete learning gains, resulted in a final sample of 14 experimental studies. Data was gathered and analyzed using two different matrices, and softwares (SPSS and CMA). Considering a joint sample of 1685 subjects, it is possible to mention that digital GBL strategies have shown larger effect-sizes than traditional approaches, namely expository, allowing larger and more effective learning outcomes. This study arises in the context of GamiLearning project, an action-research project, aiming to develop critical and participatory dimensions of media literacy in young people, from 9 to 12 years, through collaborative learning experiences with digital games.O potencial dos videojogos na aprendizagem tem vindo cada vez mais a ser estudado, documentado e sustentado. O presente estudo tem por objetivo a sumarização de resultados quantitativos, através de uma Revisão Sistemática com estudo de Metanálise, suportando conclusões acerca da eficácia do uso de videojogos como estratégia de aprendizagem, em diversos contextos. Através de uma pesquisa sistemática em bases de dados e redes sociais de investigadores (Ebsco, ACM, PubMed and ResearchGate), foram obtidos 68 papers. Um processo de screening, baseado em critérios de inclusão, como a utilização de Ensaios Clínicos Aleatorizados, estratégias de aprendizagem baseada em jogos digitais e medidas para avaliar a aprendizagem, resultou numa amostra final de 14 estudos. Os dados foram analisados usando duas matrizes de análise e dois softwares distintos (SPSS e CMA). Considerando a amostra conjunta de 1685 sujeitos, é possível referir que as estratégias de aprendizagem baseada em jogos digitais demonstraram efeitos mais significativos que as abordagens tradicionais, nomeadamente as expositivas, permitindo ganhos de aprendizagem superiores e mais efetivos. Este estudo, enquadrado no GamiLearning, um projeto de investigação-ação que promove a Literacia Mediática em crianças dos 9 aos 12 anos, procurou assim sistematizar evidências científicas neste campo.Le potentiel des jeux vidéo dans l’apprentissage est de plus en plus étudié, documenté et soutenu. Cette étude a pour but une synthétisation des résultats quantitatifs à travers une Révision Systématique avec Méta-analyse, en soutenant des conclusions sur l’efficacité de l’utilisation de jeux vidéo comme stratégie d’apprentissage dans divers contextes. À travers une recherche systématique en bases de données et réseaux sociaux scientifiques Ebsco, ACM, PubMed et ResearchGate), 68 papiers ont été obtenus. Un procès de dépistage, sur la base de critères d’inclusion, tels que l’utilisation d’essais cliniques randomisés, stratégies d’apprentissage basé sur jeu digital et moyens d’évaluation de l’apprentissage, a résulté dans un échantillon final de 14 études. Les données ont été analysées en utilisant deux matrices d’analyse et deux logiciels distincts (SPSS et CMA). En considérant l’échantillon total de 1685 sujets, il est possible de formuler que les stratégies d’apprentissage basé sur des jeux digitales ont montré des effets plus significatifs que les approches traditionnelles, nommément expositives, en permettant des gains d’apprentissage plus élevés et plus efficaces. La présente étude, encadré dans GamiLearning, un projet d’investigation- action qui promeut la Littératie Médiatique en des enfants de 9 à 12 ans, a donc essayé de systématiser les évidences scientifiques dans ce domaine.El potencial de los videojuegos para el aprendizaje se estudia, documenta y defiende cada vez más. Este estudio tiene como objetivo resumir los resultados cuantitativos a través de una revisión sistemática mediante metaanálisis y defender las conclusiones acerca de la eficacia del uso de los videojuegos como estrategia de aprendizaje en diferentes situaciones. Mediante una búsqueda sistemática en bases de datos y redes sociales de investigadores (Ebsco, ACM, PubMed y ResearchGate), se obtuvieron 68 papers. Tras un proceso de screening basado en criterios de inclusión y el uso de ensayos clínicos aleatorizados, estrategias de aprendizaje basado en juegos digitales y medidas de evaluación del aprendizaje, se llegó a una muestra final de 14 estudios. Los datos se analizaron utilizando dos matrices de análisis y dos programas informáticos diferentes (SPSS y CMA). Considerando una muestra conjunta formada por 1.685 sujetos, se puede concluir que las estrategias de aprendizaje basado en juegos digitales mostraron un efecto más acusado que los tradicionales abordajes expositivos, ya que permitieron aprender más y de un modo más efectivo. Este estudio se enmarca en el GamiLearning, un proyecto de investigación y acción que fomenta la alfabetización audiovisual de los niños de nueve a doce años, y, por lo tanto, ha procurado sistematizar las evidencias científicas en este campo.Edições Universitárias Lusófonas2019-01-16T14:30:57Z2018-01-01T00:00:00Z2018info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10437/9330eng1646-401XSousa, Carla Patrícia Gonçalves eCosta, Conceiçãoinfo:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2024-02-09T01:31:42Zoai:recil.ensinolusofona.pt:10437/9330Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-20T02:37:01.717246Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse
dc.title.none.fl_str_mv Videogames as a learning tool: is game-based learning more effective?
title Videogames as a learning tool: is game-based learning more effective?
spellingShingle Videogames as a learning tool: is game-based learning more effective?
Sousa, Carla Patrícia Gonçalves e
EDUCAÇÃO
VIDEOJOGOS
APRENDIZAGEM
META-ANÁLISE
EDUCATION
VIDEO GAMES
LEARNING
META-ANALYSIS
title_short Videogames as a learning tool: is game-based learning more effective?
title_full Videogames as a learning tool: is game-based learning more effective?
title_fullStr Videogames as a learning tool: is game-based learning more effective?
title_full_unstemmed Videogames as a learning tool: is game-based learning more effective?
title_sort Videogames as a learning tool: is game-based learning more effective?
author Sousa, Carla Patrícia Gonçalves e
author_facet Sousa, Carla Patrícia Gonçalves e
Costa, Conceição
author_role author
author2 Costa, Conceição
author2_role author
dc.contributor.author.fl_str_mv Sousa, Carla Patrícia Gonçalves e
Costa, Conceição
dc.subject.por.fl_str_mv EDUCAÇÃO
VIDEOJOGOS
APRENDIZAGEM
META-ANÁLISE
EDUCATION
VIDEO GAMES
LEARNING
META-ANALYSIS
topic EDUCAÇÃO
VIDEOJOGOS
APRENDIZAGEM
META-ANÁLISE
EDUCATION
VIDEO GAMES
LEARNING
META-ANALYSIS
description The potential of videogames in learning has been increasingly studied, documented and sustained. The present study aims to summarize quantitative results from digital Game-Based Learning (GBL) strategies, through a Systematic Review of Literature with Meta-analysis study, framing conclusions about the effectiveness of the use of videogames as a learning strategy in several contexts. Through a systematic search in scientific databases and researchers’ social networks (Ebsco, ACM, PubMed and ResearchGate), 68 papers were obtained. A screening process, based on inclusion criteria, such as the use of Randomized Controlled Trials (RCTs), digital GBL strategies and measures to evaluate concrete learning gains, resulted in a final sample of 14 experimental studies. Data was gathered and analyzed using two different matrices, and softwares (SPSS and CMA). Considering a joint sample of 1685 subjects, it is possible to mention that digital GBL strategies have shown larger effect-sizes than traditional approaches, namely expository, allowing larger and more effective learning outcomes. This study arises in the context of GamiLearning project, an action-research project, aiming to develop critical and participatory dimensions of media literacy in young people, from 9 to 12 years, through collaborative learning experiences with digital games.
publishDate 2018
dc.date.none.fl_str_mv 2018-01-01T00:00:00Z
2018
2019-01-16T14:30:57Z
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
format article
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dc.identifier.uri.fl_str_mv http://hdl.handle.net/10437/9330
url http://hdl.handle.net/10437/9330
dc.language.iso.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv 1646-401X
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eu_rights_str_mv openAccess
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dc.publisher.none.fl_str_mv Edições Universitárias Lusófonas
publisher.none.fl_str_mv Edições Universitárias Lusófonas
dc.source.none.fl_str_mv reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
instacron:RCAAP
instname_str Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
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repository.name.fl_str_mv Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
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