A Meta-analysis of the Impact of Gamification of Learning on Learning Outcomes in Science Education: Based on 34 Experimental and Quasi-experimental Studies

Abstract

As a new teaching method to enhance students' learning experience and motivation, gamification of learning has attracted the attention of educators. However, it is not completely certain that gamification of learning can improve students' learning outcomes. Therefore, in order to explore the impact of gamification of learning on learning outcomes in science education, this study used a meta-analysis to sort out and quantitatively analyze the results of 34 experimental and quasi experimental studies, and explore the effect of gamification of learning from the overall effect, discipline, intervention time and other aspects. The results show that: (1) Compared with traditional teaching methods, gamification of learning has played a more moderate role in promoting the learning outcomes of science education. (2) Gamification of learning has a high degree of promotion effect on declarative knowledge and procedural knowledge, and there is no significant difference, but it only has a medium degree of promotion effect on the retention of knowledge. (3) The influence of gamification of learning on learning outcomes in science education is affected by class size, experimental intervention time and other regulatory variables. (4) The influence of two kinds of regulatory variables, namely, the way of gamafication and discipline, on scientific learning outcomes cannot be completely determined, and the results should be treated with caution.