Abstract This meta-analysis reviewed the literature on the efficacy of game-based learning in English as a second language vocabulary acquisition. A systematic search of the literature produced 19 studies that met inclusion criteria. Using Bayesian methods and 20 standardized-mean-difference effect sizes we assessed 1) overall mean effects and between-studies variability, 2) subgroup analyses (grade level, sex, hardware, game type, intervention length, Foreign Services Institute level, allocation, and publication type), and 3) risk of publication bias. The overall effect was moderately large, indicating favorability to the video-game based learning groups. We found evidence of effect-size heterogeneity with a large between-studies standard deviation, along with large Q and I 2 values. Subgroup analyses produced mixed results when partially explaining effect-size variability. Furthermore, all publication bias tests indicated a low risk of publication bias. We found that video-game based learning can make a significant difference in promoting English vocabulary acquisition and that integrating entertainment video games into educational contexts can result in substantial student learning gains.

中文翻译：

---

基于视频游戏的英语学习者词汇习得教学：贝叶斯元分析

摘要 这项荟萃分析回顾了关于英语作为第二语言词汇习得的基于游戏的学习效果的文献。对文献的系统搜索产生了 19 项符合纳入标准的研究。使用贝叶斯方法和 20 种标准化平均差异效应大小，我们评估了 1) 总体平均效应和研究间变异性，2) 亚组分析（年级、性别、硬件、游戏类型、干预长度、外国服务学院级别、分配、和发表类型），以及 3）发表偏倚的风险。整体效果适中，表明对基于视频游戏的学习群体的好感。我们发现了效应量异质性的证据，研究间标准差很大，Q 和 I 2 值很大。在部分解释效应大小变异性时，亚组分析产生了混合结果。此外，所有发表偏倚测试均表明发表偏倚风险较低。我们发现基于视频游戏的学习可以在促进英语词汇习得方面产生显着差异，并且将娱乐视频游戏融入教育环境可以使学生获得大量学习成果。