<![CDATA[Game-Based Learning (GBL) has increasingly been adopted as an interactive instructional approach to improve learning quality in digitally supported educational environments. However, findings from previous studies remain inconsistent regarding the magnitude of its effect on student learning outcomes. This meta-analysis aimed to estimate the overall effect of GBL on learning outcomes by synthesizing evidence from eligible primary studies. A systematic study-selection process was conducted, and 54 effect-size estimates were extracted from scientific articles published in national and international journals. Data were coded using a structured coding sheet containing publication characteristics, sample information, and statistical data required for effect-size calculation. Hedges’ g was used as the standardized effect-size measure, and the pooled effect was estimated using a random-effects model. The analysis produced an overall effect size of g = 0.63, indicating a moderate positive effect of GBL on student learning outcomes. Thus, students exposed to GBL generally achieved better learning outcomes than those receiving conventional instruction. Nevertheless, substantial variation across the included findings suggests that the effectiveness of GBL may depend on instructional context, learner characteristics, subject area, game design, and intervention duration. These findings support the integration of GBL as a promising instructional strategy while emphasizing the need for context-sensitive design and implementation.]]>
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