期刊名称：International Journal of Curriculum and Instruction
印刷版ISSN：1562-0506
出版年度：2021
卷号：13
期号：3
页码：3001-3020
语种：English
出版社：World Council for Curriculum and Instruction (WCCI)
摘要：Gamification helps to make learning fun and motivate students by attracting the attention of students. In the literature, it is seen that the studies conducted to determine the effect of gamification of learning on academic achievement have reached contradictory results. While some studies have found that gamification increases academic achievement, some studies report that gamification of learning has no effect on academic achievement. In this direction, the aim of the study is to examine the effect of gamification of learning on academic achievement through meta-analysis. In addition, the education level, the course in which gamification was applied, and the sample size were considered as moderator variables in the study. In this context, master's thesis, doctoral dissertation and articles that were conducted between 2010 and 2020, were appropriate for the research problem and had statistical data to be included in the meta-analysis study were reviewed and investigated in Turkish and English from databases. In the study, only research conducted in Turkey were included in the meta-analysis. In this direction, the national-level outcomes of the effect of gamification in learning on academic achievement will be examined. As a result of the literature review, 1746 studies were reached. Among these studies, it was determined that 52 studies met the inclusion criteria. According to the research findings, it is possible to allege that Cohen d value which was estimated to be .862 for the overall effect size of gamification learning on student achievement indicates a wide-ranging effect. In the study, it was determined that the effect size of academic achievement did not differ significantly according to the school level, publication year, and sample size. Moreover, it was determined that the widespread effect size on academic achievement differed significantly according to the type of gamification (digital and physical) and the course moderator. In this context, it can be said that gamification is an effective method for teaching.
