1 Digital Games, Design, and Learning: A Systematic Review and Meta-Analysis

In this meta-analysis, we systematically reviewed research on digital games and learning for K–16 students. We synthesized comparisons of game versus nongame conditions (i.e., media comparisons) and comparisons of aug-mented games versus standard game designs (i.e., value-added compari-sons). We used random-effects meta-regression models with robust variance estimates to summarize overall effects and explore potential moderator effects. Results from media comparisons indicated that digital games signifi-cantly enhanced student learning relative to nongame conditions ( g = 0.33, 95 % confidence interval [0.19, 0.48], k = 57, n = 209). Results from value-added comparisons indicated significant learning benefits associated with augmented game designs ( g = 0.34, 95 % confidence interval [0.17, 0.51], k = 20, n = 40). Moderator analyses demonstrated that effects varied across various game mechanics characteristics, visual and narrative characteris-tics, and research quality characteristics. Taken together, the results high-light the affordances of games for learning as well as the key role of design beyond medium