Table 3 Coding of potential moderators
From: Effectiveness of digital educational game and game design in STEM learning: a meta-analytic review
Potential moderators | Description |
|---|---|
Game features | |
 Game types | |
  Role-playing | Playing one or more characters and moves in the virtual world |
  Strategy | Making strategic deployment through the application of game rules and plan |
  Simulation | Training in a realistic game environment |
  Construction | Accessing, using, and managing resources in an open game environment |
  Adventure | Focusing on episodic and exploratory interactions such as exploring the unknown and solving puzzles |
  Action | Making quick movements and quick reactions in the game |
  Puzzle | Solving puzzles through logical thinking |
 Game time | |
  Up to 1 day |  |
  Between 1 and 7 days |  |
  Over 7 days |  |
 Level of realism | |
  Schematic |  |
  Cartoon-like |  |
  Photorealistic |  |
 Added game design element | |
  For learning | If added element focused on learning content |
  For gaming | If added element focused on gaming experience |
Study features | |
 Education level | |
  Primary school | Including primary and pre-school education |
  Junior high school |  |
  Senior high school |  |
  College/University | Including undergraduate and postgraduate education |
 Subject | |
  Science |  |
  Math |  |
  Engineering |  |
  Computer |  |
 Learning outcome | |
  Knowledge |  |
  Cognitive skills |  |