Impact of Digital Game-Based Learning on STEM education in primary schools: a meta-analysis of learning approaches

Najmeh  Behnamnia; Amirrudin Kamsin; Siavash Hayati

doi:10.24310/ijtei.102.2024.19694

Autores/as

Najmeh Behnamnia University of Malaya, Malasia https://orcid.org/0000-0002-8395-2634
Amirrudin Kamsin University of Malaya, Malasia https://orcid.org/0000-0003-2796-3459
Siavash Hayati Tarbiat Modares University, Irán, República islámica de https://orcid.org/0000-0002-5466-6284

DOI:

https://doi.org/10.24310/ijtei.102.2024.19694

Palabras clave:

aprendizaje basado en juegos digitales, gamificación, rendimiento de aprendizaje, meta-análisis, educación primaria, educación STEM

Resumen

Mejorar los resultados de aprendizaje en las materias de Ciencias, Tecnología, Ingeniería y Matemáticas (STEM) para los estudiantes de primaria sigue siendo un desafío. Esta meta-análisis, guiada por las Directrices de Elementos Preferentes para las Revisiones Sistemáticas y Meta-Análisis (PRISMA), explora las intervenciones de Aprendizaje Basado en Juegos Digitales (ABJD) como una posible solución. Se analizaron dieciocho estudios empíricos publicados entre 2010 y 2020 para identificar enfoques efectivos de ABJD. Se examinaron factores clave, como las disciplinas de las materias, el tratamiento de control, el tipo de juego, las plataformas y la duración de la intervención. Los hallazgos revelan efectos positivos significativos de las intervenciones de ABJD en los resultados de aprendizaje, particularmente en matemáticas, lenguaje y ciencias. El estudio subraya la importancia de optimizar el diseño del juego y las opciones de plataforma para la efectividad del ABJD y destaca los posibles beneficios de incorporar el ABJD en la educación STEM de primaria. Las investigaciones futuras deberían investigar más a fondo los factores contribuyentes, como géneros de juegos, tecnologías, estrategias de implementación y componentes específicos del juego para promover procesos de aprendizaje óptimos en diversos entornos educativos.

Descargas

Los datos de descargas todavía no están disponibles.

Métricas

Cargando métricas ...

Biografía del autor/a

Najmeh Behnamnia, University of Malaya,

First and last name: Najmeh Behnamnia

Institutional affiliation: University of Malaya, Malaysia

ORCID: https://orcid.org/0000-0002-8395-2634

Amirrudin Kamsin, University of Malaya,

First and last name: Amirrudin Kamsin

Institutional affiliation: University of Malaya, Malaysia

ORCID: https://orcid.org/0000-0003-2796-3459

Siavash Hayati, Tarbiat Modares University,

First and last name: Siavash Hayati

Institutional affiliation: Tarbiat Modares University, Iran, Islamic Republic of

ORCID: https://orcid.org/0000-0002-5466-6284

Citas

Al-Azawi, R., Al-Obaidy, M., Ayesh, A., & Rosenburg, D. (2016). The impact of using educational gamification in mobile computing course: A case study. In Communication, Management and Information Technology (pp. 249-254). CRC Press.

Anderson, J., & Barnett, M. (2011). Using video games to support pre-service elementary teachers learning of basic physics principles. Journal of Science Education and Technology, 20, 347-362. https://doi.org/10.1007/s10956-010-9257-0

Arztmann, M., Hornstra, L., Jeuring, J., & Kester, L. (2023). Effects of games in STEM education: a meta-analysis on the moderating role of student background characteristics. Studies in Science Education, 59(1), 109-145. https://doi.org/10.1080/03057267.2022.2057732

Bai, S., Hew, K. F., & Huang, B. (2020). Does gamification improve student learning outcome? Evidence from a meta-analysis and synthesis of qualitative data in educational contexts. Educational Research Review, 30, 100322. https://doi.org/10.1016/j.edurev.2020.100322

Begg, C. B., & Mazumdar, M. (1994). Operating characteristics of a rank correlation test for publication bias. Biometrics, 50 (4), 1088-1101.

Behnamnia, N., Kamsin, A., Ismail, M. A. B., & Hayati, S. A. (2023). A review of using digital game-based learning for preschoolers. Journal of Computers in Education, 10(4), 603-636. https://doi.org/10.1007/s40692-022-00240-0

Borenstein, M., Hedges, L. V., Higgins, J. P., & Rothstein, H. R. (2010). A basic introduction to fixed‐effect and random‐effects models for meta‐analysis. Research synthesis methods, 1(2), 97-111. https://doi.org/10.1002/jrsm.12

Borenstein, M., Hedges, L. V., Higgins, J. P., & Rothstein, H. R. (2021). Introduction to meta-analysis. John Wiley & Sons.

Borgman, C. L., Abelson, H., Dirks, L., Johnson, R., Koedinger, K. R., Linn, M. C., Lynch, C. A., Oblinger, D. G., Pea, R. D., & Salen, K. (2008). Fostering learning in the networked world: The cyberlearning opportunity and challenge. A 21st century agenda for the National Science Foundation. NSF. https://www.nsf.gov/pubs/2008/nsf08204/nsf08204.pdf

Brinson, J. R. (2015). Learning outcome achievement in non-traditional (virtual and remote) versus traditional (hands-on) laboratories: A review of the empirical research. Computers & Education, 87, 218-237. https://doi.org/10.1016/j.compedu.2015.07.003

Chang, C.-Y., & Hwang, G.-J. (2019). Trends in digital game-based learning in the mobile era: A systematic review of journal publications from 2007 to 2016. International Journal of Mobile Learning and Organisation, 13(1), 68-90. https://doi.org/10.1504/IJMLO.2019.096468

Charsky, D., & Ressler, W. (2011). “Games are made for fun”: Lessons on the effects of concept maps in the classroom use of computer games. Computers & education, 56(3), 604-615. https://doi.org/10.1016/j.compedu.2010.10.001

Chen, C.-H. (2020). Impacts of augmented reality and a digital game on students’ science learning with reflection prompts in multimedia learning. Educational Technology Research and Development, 68(6), 3057-3076. https://doi.org/10.1007/s11423-020-09834-w

Chen, C.-H., Shih, C.-C., & Law, V. (2020). The effects of competition in digital game-based learning (DGBL): a meta-analysis. Educational Technology Research and Development, 68, 1855-1873. https://doi.org/10.1007/s11423-020-09794-1

Chen, C. H., Liu, G. Z., & Hwang, G. J. (2016). Interaction between gaming and multistage guiding strategies on students' field trip mobile learning performance and motivation. British journal of educational technology, 47(6), 1032-1050. https://doi.org/10.1111/bjet.12270

Chen, J., Wang, M., Kirschner, P. A., & Tsai, C.-C. (2018). The role of collaboration, computer use, learning environments, and supporting strategies in CSCL: A meta-analysis. Review of educational research, 88(6), 799-843. https://doi.org/10.3102/0034654318791584

Chiappe, A., Amado, N., & Leguizamón, L. (2020). Educommunication in digital environments: an interaction´ s perspective inside and beyond the classroom. Innoeduca. International Journal of Technology and Educational Innovation, 6(1), 34-41.

Chu, H.-C., & Chang, S.-C. (2014). Developing an educational computer game for migratory bird identification based on a two-tier test approach. Educational Technology Research and Development, 62, 147-161. https://doi.org/10.1007/s11423-013-9323-4

Cohen, J. (2013). Statistical power analysis for the behavioral sciences. Academic press.

Connolly, T. M., Boyle, E. A., MacArthur, E., Hainey, T., & Boyle, J. M. (2012). A systematic literature review of empirical evidence on computer games and serious games. Computers & education, 59(2), 661-686. https://doi.org/10.1016/j.compedu.2012.03.004

Corredor, J., Gaydos, M., & Squire, K. (2014). Seeing change in time: Video games to teach about temporal change in scientific phenomena. Journal of Science Education and Technology, 23, 324-343. https://psycnet.apa.org/doi/10.1007/s10956-013-9466-4

Egger, M., Smith, G. D., Schneider, M., & Minder, C. (1997). Bias in meta-analysis detected by a simple, graphical test. Bmj, 315(7109), 629-634. https://doi.org/10.1136/bmj.315.7109.629

Erhel, S., & Jamet, E. (2013). Digital game-based learning: Impact of instructions and feedback on motivation and learning effectiveness. Computers & education, 67, 156-167. https://doi.org/10.1016/j.compedu.2013.02.019

Gao, F., Li, L., & Sun, Y. (2020). A systematic review of mobile game-based learning in STEM education. Educational Technology Research and Development, 68, 1791-1827. https://doi.org/10.1007/s11423-020-09787-0

Gao, X., Li, P., Shen, J., & Sun, H. (2020). Reviewing assessment of student learning in interdisciplinary STEM education. International Journal of STEM Education, 7(1), 1-14. https://doi.org/10.1186/s40594-020-00225-4

Garris, R., Ahlers, R., & Driskell, J. E. (2002). Games, motivation, and learning: A research and practice model. Simulation & gaming, 33(4), 441-467. https://doi.org/10.1177/1046878102238607

Garzón, J., & Acevedo, J. (2019). Meta-analysis of the impact of Augmented Reality on students’ learning gains. Educational Research Review, 27, 244-260. https://doi.org/10.1016/j.edurev.2019.04.001

Gee, J. P. (2003). What video games have to teach us about learning and literacy. Computers in entertainment (CIE), 1(1), 20-20. https://doi.org/10.1145/950566.950595

Giannakos, M. N. (2013). Enjoy and learn with educational games: Examining factors affecting learning performance. Computers & Education, 68, 429-439. https://doi.org/10.1016/j.compedu.2013.06.005

Glass, G. V., McGaw, B., & Smith, M. L. (1981). Meta-analysis in social research. Sage Publications.

Guan, X., Sun, C., Hwang, G.-j., Xue, K., & Wang, Z. (2024). Applying game-based learning in primary education: A systematic review of journal publications from 2010 to 2020. Interactive Learning Environments, 32(2), 534-556. https://doi.org/10.1080/10494820.2022.2091611

Gui, Y., Cai, Z., Yang, Y., Kong, L., Fan, X., & Tai, R. H. (2023). Effectiveness of digital educational game and game design in STEM learning: a meta-analytic review. International Journal of STEM Education, 10(1), 1-25. https://doi.org/10.1186/s40594-023-00424-9

Habgood, M. J., & Ainsworth, S. E. (2011). Motivating children to learn effectively: Exploring the value of intrinsic integration in educational games. The Journal of the Learning Sciences, 20(2), 169-206. https://doi.org/10.1080/10508406.2010.508029

Haidar, F. (2024). An Effect of Assessment Delivery Methods on Accounting Students’ Grades in an E-learning Environment. Innoeduca. International Journal of Technology and Educational Innovation, 10(1), 65-80. https://doi.org/10.24310/ijtei.101.2024.17672

Hayati, S., & Behnamnia, N. (2023). Exploring game behavior, scaffolding, and learning mathematics in digital game-based learning apps on children. Journal of Modern Educational Research, 2(5). https://doi.org/10.53964/jmer.2023005

Higgins, J. P., Thompson, S. G., Deeks, J. J., & Altman, D. G. (2003). Measuring inconsistency in meta-analyses. Bmj, 327(7414), 557-560. https://doi.org/10.1136/bmj.327.7414.557

Hodges, G. W., Flanagan, K., Lee, J., Cohen, A., Krishnan, S., & Ward, C. (2020). A quasi‐experimental study comparing learning gains associated with serious educational gameplay and hands‐on science in elementary classrooms. Journal of Research in Science Teaching, 57(9), 1460-1489. https://doi.org/10.1002/tea.21661

Homer, B. D., Raffaele, C., & Henderson, H. (2020). Games as playful learning: Implications of developmental theory for game-based learning. Handbook of game-based learning, 25-52.

Hong, J. C., Cheng, C. L., Hwang, M. Y., Lee, C. K., & Chang, H. Y. (2009). Assessing the educational values of digital games. Journal of computer assisted learning, 25(5), 423-437. https://psycnet.apa.org/doi/10.1111/j.1365-2729.2009.00319.x

Huang, K., Bryant, T., & Schneider, B. (2019). Identifying Collaborative Learning States Using Unsupervised Machine Learning on Eye-Tracking, Physiological and Motion Sensor Data. In C.F. Lynch, A. Merceron, M. Desmarais & R. Nkambou (Eds.), Proceedings of the 12th International Conference on Educational Data Mining (pp.318-323). International Educational Data Mining Society.

Hung, C.-M., Huang, I., & Hwang, G.-J. (2014). Effects of digital game-based learning on students’ self-efficacy, motivation, anxiety, and achievements in learning mathematics. Journal of Computers in Education, 1, 151-166. https://doi.org/10.1007/s40692-014-0008-8

Hung, H.-T., Yang, J. C., Hwang, G.-J., Chu, H.-C., & Wang, C.-C. (2018). A scoping review of research on digital game-based language learning. Computers & Education, 126, 89-104. https://psycnet.apa.org/doi/10.1016/j.compedu.2018.07.001

Hwang, G.-J., Wu, P.-H., & Chen, C.-C. (2012). An online game approach for improving students’ learning performance in web-based problem-solving activities. Computers & Education, 59(4), 1246-1256. https://doi.org/10.1016/j.compedu.2012.05.009

Hwang, G.-J., Wu, P.-H., Chen, C.-C., & Tu, N.-T. (2016). Effects of an augmented reality-based educational game on students' learning achievements and attitudes in real-world observations. Interactive Learning Environments, 24(8), 1895-1906. https://doi.org/10.1080/10494820.2015.1057747

Hwang, G. J., Sung, H. Y., Hung, C. M., Yang, L. H., & Huang, I. (2013). A knowledge engineering approach to developing educational computer games for improving students' differentiating knowledge. British journal of educational technology, 44(2), 183-196. https://doi.org/10.1111/j.1467-8535.2012.01285.x

Jia, Y., Xu, B., Karanam, Y., & Voida, S. (2016). Personality-targeted gamification: a survey study on personality traits and motivational affordances. Proceedings of the 2016 CHI Conference on Human Factors in Computing Systems (pp.2001-2013). Association for computing machinery. https://doi.org/10.1145/2858036.2858515

Ke, F. (2019). Mathematical problem solving and learning in an architecture-themed epistemic game. Educational Technology Research and Development, 67(5), 1085-1104. https://doi.org/10.1007/s11423-018-09643-2

Khan, A., Ahmad, F. H., & Malik, M. M. (2017). Use of digital game based learning and gamification in secondary school science: The effect on student engagement, learning and gender difference. Education and Information Technologies, 22, 2767-2804. https://doi.org/10.1007/s10639-017-9622-1

Kickmeier-Rust, M. D., Hockemeyer, C., Albert, D., & Augustin, T. (2008). Micro adaptive, non-invasive knowledge assessment in educational games. 2008 Second IEEE International Conference on Digital Game and Intelligent Toy Enhanced Learning (pp. 135-137). https://doi.org/10.1109/DIGITEL.2008.10

Kiili, K. (2005). Digital game-based learning: Towards an experiential gaming model. The Internet and higher education, 8(1), 13-24. https://doi.org/10.1016/j.iheduc.2004.12.001

Kim, H., & Ke, F. (2017). Effects of game-based learning in an OpenSim-supported virtual environment on mathematical performance. Interactive Learning Environments, 25(4), 543-557. https://psycnet.apa.org/doi/10.1080/10494820.2016.1167744

Li, M.-C., & Tsai, C.-C. (2013). Game-based learning in science education: A review of relevant research. Journal of Science Education and Technology, 22, 877-898. https://doi.org/10.1007/s10956-013-9436-x

Li, Y., Froyd, J. E., & Wang, K. (2019). Learning about research and readership development in STEM education: A systematic analysis of the journal’s publications from 2014 to 2018. International Journal of STEM Education, 6, 1-8. https://doi.org/10.1186/s40594-019-0176-1

Lin, C.-H., Liu, E. Z.-F., Chen, Y.-L., Liou, P.-Y., Chang, M., Wu, C.-H., & Yuan, S.-M. (2013). Game-based remedial instruction in mastery learning for upper-primary school students. Journal of Educational Technology & Society, 16(2), 271-281.

Lipsey, M. W., & Wilson, D. B. (2001). Practical meta-analysis. SAGE publications.

Merchant, Z., Goetz, E. T., Cifuentes, L., Keeney-Kennicutt, W., & Davis, T. J. (2014). Effectiveness of virtual reality-based instruction on students' learning outcomes in K-12 and higher education: A meta-analysis. Computers & Education, 70, 29-40. https://doi.org/10.1016/j.compedu.2013.07.033

Moher, D., Liberati, A., Tetzlaff, J., Altman, D. G., & Group, P. (2010). Preferred reporting items for systematic reviews and meta-analyses: the PRISMA statement. International journal of surgery, 8(5), 336-341. https://doi.org/10.1371/journal.pmed.1000097

Moher, D., Shamseer, L., Clarke, M., Ghersi, D., Liberati, A., Petticrew, M., Shekelle, P., Stewart, L. A., & Group, P.-P. (2015). Preferred reporting items for systematic review and meta-analysis protocols (PRISMA-P) 2015 statement. Systematic reviews, 4, 1-9. https://doi.org/10.1186/2046-4053-4-1

Neimeyer, S. A. (2006). An examination of the effects of computer-assisted educational games on student achievement. University of Houston-Clear Lake.

Noble Jr, J. H. (2006). Meta-analysis: methods, strengths, weaknesses, and political uses. Journal of Laboratory and Clinical Medicine, 147(1), 7-20. https://doi.org/10.1016/j.lab.2005.08.006

Oguguo, B., Ezechukwu, R., Nannim, F., & Offor, K. (2023). Analysis of teachers in the use of digital resources in online teaching and assessment in COVID times. Innoeduca. International Journal of Technology and Educational Innovation, 9(1), 81-96. https://doi.org/10.24310/innoeduca.2023.v9i1.15419

Onyekwere, J., & Hoque, K. E. (2023). Relationship between technological change, digitization, and students’ attitudes toward distance learning in Lagos Higher Education institutes. Innoeduca. International Journal of Technology and Educational Innovation, 9(1), 126-142. https://doi.org/10.24310/innoeduca.2023.v9i1.15286

Papastergiou, M. (2009). Digital game-based learning in high school computer science education: Impact on educational effectiveness and student motivation. Computers & education, 52(1), 1-12. https://doi.org/10.1016/j.compedu.2008.06.004

Paré, G., Trudel, M.-C., Jaana, M., & Kitsiou, S. (2015). Synthesizing information systems knowledge: A typology of literature reviews. Information & Management, 52(2), 183-199. https://doi.org/10.1016/j.im.2014.08.008

Prakasha, G. S., Rangasamy, S., Jahnavitha, V., & Dlima, S. (2024). Students’ usage of Over-the-top (OTT) streaming platforms affecting their academic and socio-demographic profile. Innoeduca. International Journal of Technology and Educational Innovation, 10(1), 124-143. https://doi.org/10.24310/ijtei.101.2024.17082

Plass, J. L., Homer, B. D., & Kinzer, C. K. (2015). Foundations of game-based learning. Educational psychologist, 50(4), 258-283. https://doi.org/10.1080/00461520.2015.1122533

Qian, M., & Clark, K. R. (2016). Game-based Learning and 21st century skills: A review of recent research. Computers in human behavior, 63, 50-58. https://doi.org/10.1016/j.chb.2016.05.023

Romero, M., & Barma, S. (2015). Teaching pre-service teachers to integrate Serious Games in the primary education curriculum. International Journal of Serious Games, 2(1). https://doi.org/10.17083/ijsg.v2i1.43

Rosenthal, R. (1979). The file drawer problem and tolerance for null results. Psychological bulletin, 86(3), 638. https://psycnet.apa.org/doi/10.1037/0033-2909.86.3.638

Sedig, K. (2008). From play to thoughtful learning: A design strategy to engage children with mathematical representations. Journal of Computers in Mathematics and Science Teaching, 27(1), 65-101.

Shaffer, D. W. (2006). Epistemic frames for epistemic games. Computers & education, 46(3), 223-234. https://doi.org/10.1016/j.compedu.2005.11.003

Solanes, J. E., Montava-Jordà, S., Golf-Laville, E., Colomer-Romero, V., Gracia, L., & Muñoz, A. (2023). Enhancing STEM Education through Interactive Metaverses: A Case Study and Methodological Framework. applied sciences, 13(19), 10785. https://doi.org/10.3390/app131910785

Squire, K. (2006). From content to context: Videogames as designed experience. Educational researcher, 35(8), 19-29. https://doi.org/10.3102/0013189X035008019

Stege, L., van Lankveld, G., & Spronck, P. (2012). Teaching high school physics with a serious game. International Journal of Computer Science in Sport, 11(1), 123-134.

Su, C.-H., & Cheng, C.-H. (2013). A mobile game-based insect learning system for improving the learning achievements. Procedia-Social and Behavioral Sciences, 103, 42-50. https://doi.org/10.1016/j.sbspro.2013.10.305

Sung, H.-Y., & Hwang, G.-J. (2013). A collaborative game-based learning approach to improving students' learning performance in science courses. Computers & education, 63, 43-51. https://doi.org/10.1016/j.compedu.2012.11.019

Thompson, C. G., & von Gillern, S. (2020). Video-game based instruction for vocabulary acquisition with English language learners: A Bayesian meta-analysis. Educational Research Review, 30, 100332. https://doi.org/10.1016/j.edurev.2020.100332

Tokac, U., Novak, E., & Thompson, C. G. (2019). Effects of game‐based learning on students' mathematics achievement: A meta‐analysis. Journal of computer assisted learning, 35(3), 407-420. https://doi.org/10.1111/jcal.12347

Tsai, Y. L., & Tsai, C. C. (2020). A meta‐analysis of research on digital game‐based science learning. Journal of computer assisted learning, 36(3), 280-294. https://doi.org/10.1111/jcal.12430

van der Ven, F., Segers, E., Takashima, A., & Verhoeven, L. (2017). Effects of a tablet game intervention on simple addition and subtraction fluency in first graders. Computers in Human Behavior, 72, 200-207. https://doi.org/10.1016/j.chb.2017.02.031

Videnovik, M., Vold, T., Kiønig, L., Madevska Bogdanova, A., & Trajkovik, V. (2023). Game-based learning in computer science education: a scoping literature review. International Journal of STEM Education, 10(1), 54. https://doi.org/10.1186/s40594-023-00447-2

Wahono, B., Lin, P.-L., & Chang, C.-Y. (2020). Evidence of STEM enactment effectiveness in Asian student learning outcomes. International Journal of STEM Education, 7, 1-18. https://doi.org/10.1186/s40594-020-00236-1

Wang, C.-p., Lan, Y.-J., Tseng, W.-T., Lin, Y.-T. R., & Gupta, K. C.-L. (2020). On the effects of 3D virtual worlds in language learning–a meta-analysis. Computer Assisted Language Learning, 33(8), 891-915. https://doi.org/10.1080/09588221.2019.1598444

Wang, L.-H., Chen, B., Hwang, G.-J., Guan, J.-Q., & Wang, Y.-Q. (2022). Effects of digital game-based STEM education on students’ learning achievement: a meta-analysis. International Journal of STEM Education, 9(1), 1-13. https://doi.org/10.1186/s40594-022-00344-0

Wouters, P., Van Nimwegen, C., Van Oostendorp, H., & Van Der Spek, E. D. (2013). A meta-analysis of the cognitive and motivational effects of serious games. Journal of educational psychology, 105(2), 249. https://doi.org/10.1037/a0031311

Wu, W. H., Hsiao, H. C., Wu, P. L., Lin, C. H., & Huang, S. H. (2012). Investigating the learning‐theory foundations of game‐based learning: a meta‐analysis. Journal of computer assisted learning, 28(3), 265-279. https://doi.org/10.1111/j.1365-2729.2011.00437.x

Yallihep, M., & Kutlu, B. (2020). Mobile serious games: Effects on students’ understanding of programming concepts and attitudes towards information technology. Education and Information Technologies, 25(2), 1237-1254. https://doi.org/10.1007/s10639-019-10008-2

Yu, Q., Yu, K., & Li, B. (2024). Can gamification enhance online learning? Evidence from a meta-analysis. Education and Information Technologies, 29(4), 4055-4083. https://doi.org/10.1007/s10639-023-11977-1

Zeng, H., Zhou, S.-N., Hong, G.-R., Li, Q.-y., & Xu, S.-Q. (2020). Evaluation of Interactive Game-Based Learning in Physics Domain. Journal of Baltic Science Education, 19(3), 484-498. http://dx.doi.org/10.33225/jbse/20.19.484

Zhang, L., Shang, J., Pelton, T., & Pelton, L. F. (2020). Supporting primary students' learning of fraction conceptual knowledge through digital games. Journal of Computer Assisted Learning, 36(4), 540-548. https://doi.org/10.1111/jcal.12422

Zheng, Y., Zhang, J., Li, Y., Wu, X., Ding, R., Luo, X., Liu, P., & Huang, J. (2024). Effects of digital game-based learning on students’ digital etiquette literacy, learning motivations, and engagement. Heliyon, 10(1). https://doi.org/10.1016/j.heliyon.2023.e23490