Menu
Home
Log in / Register
 
Home arrow Computer Science arrow Learning by playing : video gaming in education
Source

Computation and Analysis of Effect Sizes

Because of the range of methodologies used across studies, we used a random-effects model, and conducted statistical analyses using the Comprehensive Meta-analysis, Version 2 (CMA) program (Borenstein, Hedges, Higgins, & Rothstein, 2005). A random-effects model is deemed appropriate as participant samples and experimental factors across studies cannot be assumed to be functionally equivalent. Thus, it cannot be assumed that all effect sizes will share a common effect. Cohen’s d values are reported here as calculated by the CMA program as a measure of effect size. Cohen’s d’s between .20 and .50 indicate small effects, d’s between .50 and .80 indicate moderate effects, and d’s greater than .80 indicate large effects (Cohen, 1988).

Overall Effects

The overall effects matched those previously reported by Powers and colleagues (2013): a meta-analysis at the level of studies (N = 46) generated a small to medium mean effect size, d = .48, 95% CI [.35, .60], with marginal heterogeneity observed across studies, Q (45) = 58.26, p = .089, I2 = 23.78. A meta-analysis at the level of comparisons (N = 265) generated a small mean effect size, d = .30, 95% CI [.23, .37], with significant heterogeneity, Q (264) = 684.80, p = .001, I2 = 61.45.

Training game type, analyzed at the level of comparisons, moderated effect sizes, Q (6) = 35.33, p = .001 (see Table 21.2). All game types showed small effects except for Wii games, which showed large effects, and strategy/role-play games, which showed negligible, nonsignificant effects.

Information-processing domain, analyzed at the level of comparisons, moderated effect sizes, Q (3) = 29.93, p = .001 (see Table 21.3). A large effect of training was observed in the domain of motor skills, but this result was based on only 16 comparisons from seven studies. Small effects of training were observed in domains of perceptual processing and spatial imagery; in contrast, negligible effects were found for executive functions.

Table 21.2 Summary of Effect Sizes Moderated by Training Game Type at the Level of Comparisons

Training game type

Cohen’s d

95% CI

Z

p-value

(Z)

k

N Q (df) p-value

(Q)

Arcade-Style

.31

[.20, .42]

5.33

.001

59

2514

First-Person Shooter

.23

[.07, .39]

2.78

.005

61

2018

Puzzle (Non-Tetris)

.31

[-.001, .63] 1.95

.051

23

923

Sport/Racing

.36

[.13, .60]

3.02

.003

9

366

Strategy/Role-Play

.06

CO

t—1

LO

О

1.07

.284

35

1334

Tetris

.28

[.13, .44]

3.50

.001

51

1507

Wii

.95

[.66, 1.23]

6.58

.001

20

684

Between-classes

effect

35.33 (6) .001

Table 21.3 Summary of Effect Sizes Moderated by Information-Processing Domain at the Level of Comparisons

Domain

Cohen’s d 95% CI

Z

p-value

(Z)

k

N Q (df)

p-value

(Q)

Executive

Functions

.15 [.04, .25]

2.68

.007

96

3848

Motor Skills

.76 [.54, .98]

6.65

.001

15

627

Perceptual

Processing

.32 [.15, .49]

3.71

.001

71

2216

Spatial Imagery

.42 [.32, .52]

8.46

.001

79

2655

Between-classes

effect

28.93 (3)

.001

 
Source
Found a mistake? Please highlight the word and press Shift + Enter  
< Prev   CONTENTS   Next >
 
Subjects
Accounting
Business & Finance
Communication
Computer Science
Economics
Education
Engineering
Environment
Geography
Health
History
Language & Literature
Law
Management
Marketing
Mathematics
Political science
Philosophy
Psychology
Religion
Sociology
Travel