Dadang Juandi, Maximus Tamur, Suparman
Digital Game-Based Learning (DGBL) has been widely implemented and its effect on learning is inconsistent. Specific research studies to summarize the evidence on the effect of DGBL, on the other hand, have not been investigated. As a result, the goal of this meta-analysis study was to compile evidence on the overall impact of DGBL in mathematics classrooms. Related studies are found from online databases such as ERIC, scopus, and Google Scholar. The identification process found 98 DGBL articles between 2010 and 2021. The data filtered using the PRISMA protocol and found 17 independent samples that met eligibility. To simplify the calculations, a Comprehensive Meta-Analysis (CMA) was applied where the population estimate used a random-effect approach. From the results of the analysis, it was revealed that the overall effect size of the study was 0.95, which means that the application of DGBL made a major contribution to students' abilities in mathematics. Analysis of mediator variables revealed that various mediator variables mediate the implementation of DGBL. The limitations and implications of the study are discussed to provide important information for researchers and educators in implementing DGBL in the future. © 2023 Author(s).
Department of Mathematics Education, Universitas Pendidikan Indonesia, Bandung, Indonesia; Mathematics Education Study Program, Universitas Katolik Indonesia Santu Paulus Ruteng, Ruteng, Indonesia
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