File Download
There are no files associated with this item.
Links for fulltext
(May Require Subscription)
- Publisher Website: 10.1007/s11423-020-09791-4
- Scopus: eid_2-s2.0-85087390866
- WOS: WOS:000544847800001
- Find via
Supplementary
- Citations:
- Appears in Collections:
Article: Integrating adaptivity in educational games: a combined bibliometric analysis and meta-analysis review
Title | Integrating adaptivity in educational games: a combined bibliometric analysis and meta-analysis review |
---|---|
Authors | |
Keywords | Adaptive learning systems Bibliometric analysis Educational games Meta-analysis |
Issue Date | 2020 |
Citation | Educational Technology Research and Development, 2020, v. 68, n. 4, p. 1931-1959 How to Cite? |
Abstract | In this synthesis, we systematically review research on educational games with adaptivity. Although an adaptive gaming experience provides personalization to learning, the complexity of design makes it difficult to evaluate its effectiveness. In this systematic review, we adopt three analytic approaches: (1) bibliometric analysis, (2) qualitative thematic analysis, and (3) meta-analysis. We identified 62 relevant publications and used bibliometric analysis to visualize the hidden conceptual structure among the articles. We then used thematic analysis to investigate the emerging themes in the research and inform the coding for meta-analysis. Twelve articles that used experimental designs were further screened to model the effect of adding adaptivity to educational games. We found that an adaptive learning condition does not produce a substantial overall effect compared to a non-adaptive condition (g =.11, p =.26). Furthermore, moderator analysis reveals that the design variability of adaptivity does not contribute as much to heterogeneity as hypothesized. However, the effect size is positive when the target outcome focuses on learning (g =.39, p <.001) and engagement (g =.41, p =.13). The effect size is negative when the target outcome focuses on game performance (g = − .27, p =.04). In addition, we find evidence for a potential publication bias based on the distribution of effect sizes. |
Persistent Identifier | http://hdl.handle.net/10722/318846 |
ISSN | 2023 Impact Factor: 3.3 2023 SCImago Journal Rankings: 1.706 |
ISI Accession Number ID |
DC Field | Value | Language |
---|---|---|
dc.contributor.author | Liu, Zhichun | - |
dc.contributor.author | Moon, Jewoong | - |
dc.contributor.author | Kim, Byungjoo | - |
dc.contributor.author | Dai, Chih Pu | - |
dc.date.accessioned | 2022-10-11T12:24:41Z | - |
dc.date.available | 2022-10-11T12:24:41Z | - |
dc.date.issued | 2020 | - |
dc.identifier.citation | Educational Technology Research and Development, 2020, v. 68, n. 4, p. 1931-1959 | - |
dc.identifier.issn | 1042-1629 | - |
dc.identifier.uri | http://hdl.handle.net/10722/318846 | - |
dc.description.abstract | In this synthesis, we systematically review research on educational games with adaptivity. Although an adaptive gaming experience provides personalization to learning, the complexity of design makes it difficult to evaluate its effectiveness. In this systematic review, we adopt three analytic approaches: (1) bibliometric analysis, (2) qualitative thematic analysis, and (3) meta-analysis. We identified 62 relevant publications and used bibliometric analysis to visualize the hidden conceptual structure among the articles. We then used thematic analysis to investigate the emerging themes in the research and inform the coding for meta-analysis. Twelve articles that used experimental designs were further screened to model the effect of adding adaptivity to educational games. We found that an adaptive learning condition does not produce a substantial overall effect compared to a non-adaptive condition (g =.11, p =.26). Furthermore, moderator analysis reveals that the design variability of adaptivity does not contribute as much to heterogeneity as hypothesized. However, the effect size is positive when the target outcome focuses on learning (g =.39, p <.001) and engagement (g =.41, p =.13). The effect size is negative when the target outcome focuses on game performance (g = − .27, p =.04). In addition, we find evidence for a potential publication bias based on the distribution of effect sizes. | - |
dc.language | eng | - |
dc.relation.ispartof | Educational Technology Research and Development | - |
dc.subject | Adaptive learning systems | - |
dc.subject | Bibliometric analysis | - |
dc.subject | Educational games | - |
dc.subject | Meta-analysis | - |
dc.title | Integrating adaptivity in educational games: a combined bibliometric analysis and meta-analysis review | - |
dc.type | Article | - |
dc.description.nature | link_to_subscribed_fulltext | - |
dc.identifier.doi | 10.1007/s11423-020-09791-4 | - |
dc.identifier.scopus | eid_2-s2.0-85087390866 | - |
dc.identifier.volume | 68 | - |
dc.identifier.issue | 4 | - |
dc.identifier.spage | 1931 | - |
dc.identifier.epage | 1959 | - |
dc.identifier.eissn | 1556-6501 | - |
dc.identifier.isi | WOS:000544847800001 | - |