This meta-analysis synthesizes research in learning in digital games for students in the K-16 grade range. The studies were located in electronic bibliographic databases from Engineering, Computer Science, Medical, Natural Sciences, and Social Sciences fields. Learning is defined and categorized broadly in terms of the Cognitive, Intrapersonal, and Interpersonal clusters of 21st century competencies outlined in the NRC’s recent report on “Education for Life and Work” (Pellegrino & Hilton, 2012). In summary, findings from this meta-analysis indicate that compared to non-game instruction, digital games can enhance student learning as measured by cognitive competencies and some intrapersonal competencies. There was also evidence that certain types of game structures may be more/less effective for certain types of outcomes, underscoring the importance of design beyond simple choice of medium when discussing the affordances of digital games for learning.
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