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Exploring the Role of Moderators in the Effectiveness of Digital Games for STEM Education: A Systematic Review and Meta-Analysis

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Title: Exploring the Role of Moderators in the Effectiveness of Digital Games for STEM Education: A Systematic Review and Meta-Analysis
Language: English
Authors: Isnanik Juni Fitriyah, Sony Yunior Erlangga, Andik Wahyun Muqoyyidin, Septi Aprilia
Source: Discover Education. 2025 4.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 23
Publication Date: 2025
Document Type: Journal Articles
Information Analyses
Reports - Research
Descriptors: Educational Games, Computer Games, STEM Education, Meta Analysis, Educational Benefits, Design, Technology Uses in Education, Interaction, Intervention, Problem Solving, Critical Thinking, Learning Motivation, Program Length, Inquiry
DOI: 10.1007/s44217-025-00756-4
ISSN: 2731-5525
Abstract: Research on the possible benefits of digital games for learning outcomes in STEM education has shown mixed results, which is another reason that this study is focused on inconsistencies in past research outcomes. Moreover, it seeks to explore the moderator variables which affect the success of digital games like game design, interactive technology, duration of intervention, and country status and identify the most influenced learning outcomes. To date, no prior meta-analysis has explored this topic, making this systematic literature review (SLR) and meta-analysis the first of its kind in the field as of 2024, leading to the analysis of 44 studies (N = 3861) published between 2014 and 2024. Methods: Data were gathered through six databases, and inclusion criteria consisted of digital game-based intervention studies with experimental and control groups. Data were analyzed using effect sizes (SMD), heterogenicity and moderators. Digital Games did have a strong positive impact on STEM learning outcomes (SMD = 1.26). Through dominance moderators including game design, intervention time, nationals, and subject focus, the most significant effects were demonstrated on problem solving abilities, critical thinking and learning motivation. Though shorter intervention duration yielded smaller effects, more sophisticated technology like AR/VR, and inquiry-based learning models had all managed the best effects. The above research also makes a mark by showing how moderator variables such as country status technology and game design influence digital game-based STEM learning outcomes. These findings are important to inform game-based learning design amongst educators, curriculum developers, and policymakers, particularly in how to design effective interventions that address the goal of access using technology in developing countries.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1480744
Database: ERIC
FullText Text:
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  Data: Exploring the Role of Moderators in the Effectiveness of Digital Games for STEM Education: A Systematic Review and Meta-Analysis
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  Data: <searchLink fieldCode="AR" term="%22Isnanik+Juni+Fitriyah%22">Isnanik Juni Fitriyah</searchLink><br /><searchLink fieldCode="AR" term="%22Sony+Yunior+Erlangga%22">Sony Yunior Erlangga</searchLink><br /><searchLink fieldCode="AR" term="%22Andik+Wahyun+Muqoyyidin%22">Andik Wahyun Muqoyyidin</searchLink><br /><searchLink fieldCode="AR" term="%22Septi+Aprilia%22">Septi Aprilia</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Discover+Education%22"><i>Discover Education</i></searchLink>. 2025 4.
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: <searchLink fieldCode="DE" term="%22Educational+Games%22">Educational Games</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Games%22">Computer Games</searchLink><br /><searchLink fieldCode="DE" term="%22STEM+Education%22">STEM Education</searchLink><br /><searchLink fieldCode="DE" term="%22Meta+Analysis%22">Meta Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Benefits%22">Educational Benefits</searchLink><br /><searchLink fieldCode="DE" term="%22Design%22">Design</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Uses+in+Education%22">Technology Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Interaction%22">Interaction</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Problem+Solving%22">Problem Solving</searchLink><br /><searchLink fieldCode="DE" term="%22Critical+Thinking%22">Critical Thinking</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Motivation%22">Learning Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Length%22">Program Length</searchLink><br /><searchLink fieldCode="DE" term="%22Inquiry%22">Inquiry</searchLink>
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  Data: 10.1007/s44217-025-00756-4
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  Data: 2731-5525
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  Data: Research on the possible benefits of digital games for learning outcomes in STEM education has shown mixed results, which is another reason that this study is focused on inconsistencies in past research outcomes. Moreover, it seeks to explore the moderator variables which affect the success of digital games like game design, interactive technology, duration of intervention, and country status and identify the most influenced learning outcomes. To date, no prior meta-analysis has explored this topic, making this systematic literature review (SLR) and meta-analysis the first of its kind in the field as of 2024, leading to the analysis of 44 studies (N = 3861) published between 2014 and 2024. Methods: Data were gathered through six databases, and inclusion criteria consisted of digital game-based intervention studies with experimental and control groups. Data were analyzed using effect sizes (SMD), heterogenicity and moderators. Digital Games did have a strong positive impact on STEM learning outcomes (SMD = 1.26). Through dominance moderators including game design, intervention time, nationals, and subject focus, the most significant effects were demonstrated on problem solving abilities, critical thinking and learning motivation. Though shorter intervention duration yielded smaller effects, more sophisticated technology like AR/VR, and inquiry-based learning models had all managed the best effects. The above research also makes a mark by showing how moderator variables such as country status technology and game design influence digital game-based STEM learning outcomes. These findings are important to inform game-based learning design amongst educators, curriculum developers, and policymakers, particularly in how to design effective interventions that address the goal of access using technology in developing countries.
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        Value: 10.1007/s44217-025-00756-4
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      – Text: English
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      – SubjectFull: Educational Games
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      – SubjectFull: Computer Games
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      – SubjectFull: STEM Education
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      – SubjectFull: Meta Analysis
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      – SubjectFull: Educational Benefits
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      – SubjectFull: Design
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      – SubjectFull: Interaction
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      – SubjectFull: Problem Solving
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      – TitleFull: Exploring the Role of Moderators in the Effectiveness of Digital Games for STEM Education: A Systematic Review and Meta-Analysis
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