The effectiveness of game-based learning in early childhood education

This study provides a comprehensive systematic review and meta-analysis of 136 empirical studies published between 2013 and 2023. The research investigates the impact of game-based learning (GBL)—which includes both digital and non-digital games—on the development of children aged 3 to 8 years. By synthesizing quantitative data, the author evaluates how these tools influence cognitive, social, emotional, motivational, and engagement outcomes.

The author conducted a rigorous search across major academic databases (ERIC, PsycINFO, Scopus, and Web of Science) to identify experimental and quasi-experimental studies. The meta-analysis utilized Hedges' g to calculate effect sizes, applying a random-effects model to aggregate findings. To ensure the reliability of the results, the study employed the Cochrane risk of bias tool (RoB 2) and conducted sensitivity analyses to assess the robustness of the findings across different study characteristics.

The analysis reveals that game-based learning consistently yields positive outcomes across all five domains, with effect sizes ranging from moderate to large (g = 0.35 to 0.46). Specifically, puzzle games were found to be particularly effective for cognitive development, while longer game sessions were associated with higher gains in student motivation. The study concludes that while GBL is a promising pedagogical tool, its success depends heavily on age-appropriate design, educator guidance, and the integration of games into a broader, well-rounded curriculum.

As digital tools become increasingly prevalent in classrooms, educators and policymakers need evidence-based guidance on their efficacy. This paper confirms that GBL is more than just a recreational activity; when implemented correctly, it serves as a powerful medium for fostering critical life skills, including problem-solving, empathy, and self-regulation, in young learners.