数字教育游戏对高阶思维发展的影响——基于国内外28篇实证研究文献的元分析

The Effects of Digital Educational Games on the Development of Higher-Order Thinking—A Meta-Analysis Based on 28 Empirical Research Papers at Home and Abroad

数字教育游戏能够创造轻松愉快的学习情境,为不同教育水平的学习者提供学习支持与辅助。已有研究表明,数字教育游戏能够提高学习者的学习表现,但是在促进高阶思维发展方面的有效性上仍然存在一些争议。为此,本研究采用元分析方法,综合分析了国内外28篇实证研究数据(共含39个有效效应量)进行验证。结果显示,数字教育游戏对高阶思维发展具有中等偏上程度的促进作用,其合并效应值为0.778;进一步的调节效应检验表明,数字教育游戏对高阶思维发展的有效性受学段、竞争机制、游戏环境三种调节变量的影响;然而,学科、具身交互方式、故事、反馈内容并没有显著影响数字教育游戏干预对高阶思维发展的效应。上述发现证明了用心设计数字教育游戏对高阶思维发展的重要性。

Digital educational games can create relaxing and enjoyable learning contexts and provide learning support and assistance for learners of diferent educational levels,and studies have shown that digital educational games can improve learners'academic performance.However,there are still some controversies about their effectiveness in promoting higher-order thinking development.For this reason,this study uses meta-analysis to comprehensively analyze the data of 28 empirical studies at home and abroad(containing a total of 39 effective effect sizes)for validation.It is showed that digital educational games have a moderately high degree of facilitating effect on higher-order thinking development,with a combined effect size of 0.778;further moderating effect tests show that the effectiveness of digital educational games on higher-order thinking development is influenced by three moderating variables,namely,academic level,competition mechanism,and gaming environment;however,subject matter,embodied interaction,story,and feedback do not significantly affect the effectiveness of digital educational games on higher-order thinking development.These findings emphasize the importance of mindfully designing digital educational games for higher-order thinking development.