The effect of games on mathematics achievement differs significantly by game type, with musical games showing the maximum effect¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q3
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Between-group homogeneity for game type was significant (QB = 6.667, p = 0.036); musical games had the largest effect (1.341), computer-assisted the smallest (0.472). → Sedat Turgut 2017

Evidence¶

Sedat Turgut 2017¶

Sedat Turgut, Özlem Dogan Temur. (2017). The Effect of Game-Assisted Mathematics Education on Academic Achievement in Turkey: A Meta-Analysis Study. International Electronic Journal of Elementary Education. https://doi.org/10.26822/iejee.2017236115

q3 · i? · quant-synthesis · r2

Subgroup analysis over computer-assisted (ES = 0.472), pedagogical (0.859) and musical (1.341) games, with QB = 6.667, p = 0.036 printed in the Findings section.

"Regarding the findings, musical games have maximum effect on academic achievement in mathematics teaching. According to Cohen et. al. (2007), the effect sizes calculated for computer -assisted games are low, the effec t sizes calculated for pedagogical games are medium, and the effect sizes calculated for musical games are large."

Discussion¶

Related Claims¶

• The effect of games on mathematics achievement does not differ significantly by learning domain — related
• The effect of games on mathematics achievement differs significantly by educational level, with maximum effect at higher school and minimum at middle school — related
• The effect of games on mathematics achievement does not differ significantly by implementation period — related
• The effect of games on mathematics achievement does not differ significantly by sample size — related