Effects of games in STEM education: a meta-analysis on the moderating role of student background characteristics-Reference-Cited by-同舟云学术

Effects of games in STEM education: a meta-analysis on the moderating role of student background characteristics

Published:2022-03-29 Issue:1 Volume:59 Page:109-145
ISSN:0305-7267
Container-title:Studies in Science Education
language:en
Short-container-title:Studies in Science Education

Author:

Arztmann Michaela¹^ORCID,Hornstra Lisette¹,Jeuring Johan²,Kester Liesbeth¹^ORCID

Affiliation:

1. Department of Education, Utrecht University, Utrecht, The Netherlands

2. Department of Information and Computing Sciences, Utrecht University, Utrecht, The Netherlands

Funder

Horizon 2020 Framework Programme

Publisher

Informa UK Limited

Subject

Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/03057267.2022.2057732

Reference112 articles.

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2. American Psychological Association, Task Force on Socioeconomic Status. (2007). Report of the APA task force on socioeconomic status.

3. Learning Physics with Digital Game Simulations in Middle School Science

4. School Education in Pakistan:

5. Atwood-Blaine, D. (2016). The effect of playing a science centre-based mobile game: Affective outcomes and gender differences (Doctoral dissertation). http://hdl.handle.net/1808/21680

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