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A Qualitative Meta-Analysis of Computer Games as Learning Tools

A Qualitative Meta-Analysis of Computer Games as Learning Tools

Fengfeng Ke
Copyright: © 2009 |Pages: 32
ISBN13: 9781599048086|ISBN10: 1599048086|EISBN13: 9781599048116
DOI: 10.4018/978-1-59904-808-6.ch001
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MLA

Ke, Fengfeng. "A Qualitative Meta-Analysis of Computer Games as Learning Tools." Handbook of Research on Effective Electronic Gaming in Education, edited by Richard E. Ferdig, IGI Global, 2009, pp. 1-32. https://doi.org/10.4018/978-1-59904-808-6.ch001

APA

Ke, F. (2009). A Qualitative Meta-Analysis of Computer Games as Learning Tools. In R. Ferdig (Ed.), Handbook of Research on Effective Electronic Gaming in Education (pp. 1-32). IGI Global. https://doi.org/10.4018/978-1-59904-808-6.ch001

Chicago

Ke, Fengfeng. "A Qualitative Meta-Analysis of Computer Games as Learning Tools." In Handbook of Research on Effective Electronic Gaming in Education, edited by Richard E. Ferdig, 1-32. Hershey, PA: IGI Global, 2009. https://doi.org/10.4018/978-1-59904-808-6.ch001

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Abstract

Drawing on grounded theory approach and a qualitative meta-analysis, this chapter intends to systematically review and synthesize the theories, methods, and findings of both qualitative and quantitative inquiries on computer-based instructional games. A major purpose of this literature review and meta-analysis is to inform policy and practice based on existing studies. Four major recurring themes concerning the effectiveness of computer-based instructional games have emerged from a comparative analysis with 89 instructional gaming studies and are discussed with the support of exemplar research. The chapter will assist practitioners and policymakers in understanding the “best practices” and key factors of a computer game-based learning program.

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