The Impact of Game-Based Learning on Motivation, Self-Efficacy, and Academic Achievement in the Natural Sciences: A Meta-Analysis

Game-based learning has become an increasingly popular educational methodology due to its ability to enhance student interest and engagement. The aim of this study was to analyze the effect of game-based learning on motivation, self-efficacy, and academic performance in Natural Sciences learning. A systematic review and meta-analytic methodology was employed, following PRISMA guidelines. For this purpose, the databases consulted were Web of Science and Scopus, from which a total of 234 documents were retrieved and reduced to 15 studies after rigorously applying the established eligibility criteria. These studies were included in the systematic review and meta-analysis to ensure the validity and relevance of the meta-analytic findings. The meta-analytic results revealed a very strong and highly significant positive effect across all subgroups, benefiting the experimental groups (Z = 6.29; p < 0.00001). In conclusion, the implementation of game-based learning has a positive impact on motivation, self-efficacy, and academic performance in the teaching and learning of Natural Sciences content. Therefore, its incorporation into pedagogical practices represents an opportunity to strengthen student engagement and promote more meaningful learning.