[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-588339-105":59,"doc-detail-588339-en":122},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":115,"head_meta":117,"extra_data":119,"updated_unix":121},105,"en","how-digital-games-impact-student-motivation-in-science-meta-analysis","How Digital Games Impact Student Motivation in Science - Meta Analysis","","Learning related to games is an engaging topic because games stimulate imagination, curiosity, debate, and experimentation in science education. A meta-analysis compares science learning using digital games with other learning methods, treating student motivation as the independent variable. Fifty-one studies from 2014–2023 across Scopus, ERIC, Taylor and Francis, and Dimensions are analyzed with contrast-group models. Results show digital games positively affect student motivation (g = 0.22, p \u003C 0.001), alongside heterogeneity and publication-bias checks.",{"@graph":69,"@context":114},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/how-digital-games-impact-student-motivation-in-science-meta-analysis/588339/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/how-digital-games-impact-student-motivation-in-science-meta-analysis/588339.png","ImageObject",300,407,{"name":92,"@type":93},"Putri","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-09","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108],{"name":109,"@type":110,"acceptedAnswer":111},"What do the results indicate about digital games and student motivation?","Question",{"text":112,"@type":113},"Digital games positively affect student motivation in general science learning, with an effect size of g = 0.22 (p \u003C 0.001) and supporting bias/heterogeneity diagnostics.","Answer","https://schema.org",{"og:url":83,"og:type":116,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":118,"canonical":83},"index,follow",{"doc_id":120,"site_id":62},588339,1792172499,{"code":4,"msg":5,"data":123},{"doc_id":120,"user_id":124,"nickname":92,"user_avatar":125,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":126,"file_id":127,"file_url":128,"file_type":129,"file_size":130,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":131,"language":132,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":133,"faqs":134,"seo_title":135,"seo_description":67,"update_tm":136,"read_time":137,"preview_page_count":4},962085571259,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","How Digital Games Impact Student Motivation in Science: Meta Analysis  \nWidayanti  \nUniversitas Negeri Yogyakarta  \nUniversitas Nurul Huda  \nEdi Istiyono  \nUniversitas Negeri Yogyakarta  \nHaryanto  \nUniversitas Negeri Yogyakarta  \nHeri Retnawati  \nUniversitas Negeri Yogyakarta  \nAbstract  \nLearning related to games is always interesting to discuss because games promise to stimulate the imagination, spark curiosity, encourage discussion and debate, and enable experimentation and investigation. Various studies related to learning to load games have been conducted and published, making it necessary to examine the impact of games on students’ motivation to learn science. This study aims to compare the success of science learning that uses games with other learning methods, focusing on motivation as the independent variable. This research uses a meta-analysis approach, based on articles published between 2014 and 2023 in Scopus, ERIC, Taylor and Francis, and Dimensions. A total of 51 studies were identified from various countries worldwide. This analysis uses a contrast group model, with moderator variables including publication indexer, school level, motivation indicator, country, and year of publication. The study also examines effect size (ES), outliers, and publication bias using forest plots, funnel plots, and Egger’s test, all analyzed with R software. The results show that digital games affect student motivation in learning general science, with an ES of g = 0.22 (p \u003C 0.001, 95% CI [0.10; 0.34]) . The forest plot revealed heterogeneity in the research data, the funnel plot showed the spread of data, and Eggers’ test returned a p-value  \nof 0.25. Possible reasons for these findings, limitations, and future research directions are also discussed.  \nIntroduction  \nTechnology in education continues to experience significant developments. Digital technology has become an integral part of everyday life, including in the context of learning (Ahmad & Harnaini, 2022; Fitria, 2023) . One type of technology that is very popular among students is digital games (Lay & Osman, 2018; Sarbaz et al., 2023) . Digital games are not just for entertainment; they also have great potential to boost student motivation and improve learning outcomes in various subjects, including science.  \nDigital games play a key role in boosting student motivation in science learning (Chen et al., 2019) . The high engagement offered by digital games makes students feel more involved in the learning process (All et al., 2021; Carenys & Moya, 2016) . They feel like active participants in a challenging environment, which naturally boosts their motivation to engage and learn (Hanus & Fox, 2015; Lee & Hao, 2015; Lopez-Fernandez et al., 2021; Pe-Than et al., 2017; Sung & Hwang, 2018) . Additionally, digital games provide a problem-based learning experience where students face challenges they need to solve (Carenys & Moya, 2016; Lee & Hao, 2015) . It stimulates critical and creative thinking, encouraging students to seek relevant solutions. Immediate feedback is another key aspect of digital games. When students receive instant feedback on their actions, they can better understand the consequences of their decisions (Collins et al., 2019) . This helps students learn from their mistakes and naturally encourages continuous improvement. Additionally, the ability to increase the level of difficulty or achievement in the game creates strong intrinsic motivation to keep playing and reach higher goals (Bhuiyan et al., 2015; Li, 2019) . This is one factor that makes digital games so effective in keeping students’ interest and enthusiasm for science learning. Using digital games in the classroom can be one of the most powerful tools to inspire and motivate students in science education (Chen et al., 2019; Collins et al., 2019) .  \nSeveral studies have analyzed the impact of digital games on learning, including those focused on digital games and mindfulness apps (Collins et al., 20","cbCaiqhGV7mJS77P","https://ap.wps.com/l/cbCaiqhGV7mJS77P","pdf",525392,18,"English","# Abstract\n# Introduction\n## Digital games and motivation in science learning\n## Prior research and measurement of motivation\n## Challenges in metaanalysis and outlier handling","[{\"question\":\"What do the results indicate about digital games and student motivation?\",\"answer\":\"Digital games positively affect student motivation in general science learning, with an effect size of g = 0.22 (p \\u003c 0.001) and supporting bias/heterogeneity diagnostics.\"}]","How Digital Games Impact Student Motivation in Science - Meta Analysis | PDF",1792065045,45]