Table 3.

Characteristics of the studies included in the meta-analysis.

Number	Authors	Country	Age (mean + SD)	Educational Level	Total/male/female	Intervention	NOS
1	Chang et al. (2018)	Taiwan, China	19	Undergraduate	T:53/21/32\u00B0C:50/14/36	Different media learning methods T: Using the DGBL Environment C: Using a non-game based CBL environment	7
2	Joo et al. (2012)	Korea	23–58	Adult Education	248/215/33	Enterprise online training	8
3	Park and Lee (2018)	Korea	20–60	College Student	256/93/163	E-learning in online universities	7
4	Lee et al. (2020)	Korea	University grade 2–4	College Student	147/19/128	Online lectures	8
5	Barzilai and Blau (2014)	Israel	10.10 (1.71)	Primary and Junior High School Students	182/111/71	Scaffold learning based on games	6
6	Lee (2021)	Korea	Grade 1–4	College Student	179/42/137	Online learning	7
7	Park et al. (2022)	Korea	21.45 ( 1.84)	Undergraduate	201/25/176	Synchronous or asynchronous online learning	7
8	Kim and Kim (2018)	Korea	Senior High School Grades 1–3	Senior High School Student	251/150/101	Intelligent learning environment	8
9	Yeh and Lin (2018)	Taiwan, China	Grades 4–6	Pupil	275/140/135	Digital creative game	7
10	Joo et al. (2015)	Korea	33.64	College Student	959	Online Computer Application Course in University Environment	7
11	Liu (2016)	Taiwan, China	20–21	College Student	T:55/44/11\u00B0C:55/46/9	Computer Science Course T: Use educational games C: Use simulation software	8
12	Rachmatullah et al. (2021)	United States	Grades 1 and 9–12	Middle School Student	307/141/144/22	Genetics Learning Based on Digital Games	8
13	Liu et al. (2021)	China	18.5	College Student	35/16/19	Mixed Courses in Computer Science 13 weeks	9