A Meta-Analysis of the Effects of Functional Games on Students' Academic Achievement.

Based on 36 empirical studies (a total of 3056 students), this study used a meta-analysis system to evaluate the impact of functional games on academic achievement. The results showed that the overall effect size of functional games was 0.82, which had a significant positive impact. Subgroup analysis showed that the educational stage, publication type and intervention cycle had a moderating effect on the intervention effect, while the sample size, cultural background and knowledge type had no significant effect. Mechanistically, functional games synergistically promote learning from the three dimensions of information processing, meaning construction and motivation through the &quotcognition-construction-motivation&quot three-path model. The study recommends strengthening teacher training, optimizing hybrid teaching design, monitoring students' psychological state, and promoting the standardization of educational games in the future to improve teaching quality and educational equity.