Multi-session game interventions show significantly larger learning benefits than single-session interventions, while total play duration shows no association with effect size¶

Claim · All claims
Evidence · 1 study (2 entries) · quant-synthesis r3 · q3
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Effects were significantly smaller for single-session games than multi-session games (b = −0.37, p = .03). → Clark Douglas B. 2016 q3 i? Total game play duration was not associated with effect size magnitude (b = 0.00, p = .99). → Clark Douglas B. 2016 (2)

Evidence¶

Clark Douglas B. 2016¶

Clark Douglas B., Tanner-Smith Emily E., Killingsworth Stephen S. (2016). Digital Games, Design, and Learning: A Systematic Review and Meta-Analysis. Review of Educational Research. https://doi.org/10.3102/0034654315582065

q3 · i? · quant-synthesis · r3

Meta-regression moderator analysis of media comparisons: single-session comparisons averaged g = 0.08 (CI including zero) versus g = 0.44 for multiple sessions. No standardized effect size was printed for the moderator coefficient, so impact is uncoded. The result remained significant after controlling for visual realism, anthropomorphism, variety of actions, viewpoint, story relevance, and story depth.

"Furthermore, effects were significantly smaller when games were played in one game session versus more than one session (b = −0.37, p = .03, 95% CI [−0.70, −0.04])."

Clark Douglas B. 2016 (2)¶

Clark Douglas B., Tanner-Smith Emily E., Killingsworth Stephen S. (2016). Digital Games, Design, and Learning: A Systematic Review and Meta-Analysis. Review of Educational Research. https://doi.org/10.3102/0034654315582065

q3 · i? · quant-synthesis · r3

Null moderator result from the same meta-regression models; media comparison game interventions averaged 11 sessions over 38 days for a total duration of 347 minutes. No effect size was printed for this null association. The null persisted in the controlled re-estimation.

"Results from a meta-regression model provided no evidence of an association between total game play duration and effect size magnitude (b = 0.00, p = .99, 95% CI [−0.0005, 0.001])."

Discussion¶

Related Claims¶

• Multi-session game conditions outperform nongame conditions while single-session games do not, though total play duration shows no association with effect size — possibly the same claim (merge candidate)
• Digital game conditions produce significantly better learning outcomes than nongame conditions (g = 0.33) in media comparisons — a broader claim this one bears on
• Third-person camera perspective games show significant learning benefits while first-person perspective games show no significant benefit — related
• No dose-response effect: video benefits do not systematically increase with intervention length — related
• Single noncollaborative, noncompetitive play shows the largest learning effects, significantly larger than single competitive play — related
• Coaching dosage shows precisely estimated null effects: more coaching hours are not associated with larger program effects — related
• Digital game-based ICT was associated with significantly smaller effects on writing quality, but the finding rests on a single study — related
• Dosage significantly predicts intervention effects in a linear model (β = 0.03 per hour), but the dosage main effect is no longer significant after controlling for moderators — related