School bullying and cyberbullying hurt many students. A large review looked at thirty-four studies involving school students who used educational games on computers or web platforms. These games were compared to usual classroom conditions or other active programs. The results showed that students using these games had small but meaningful improvements in their overall outcomes. They also showed the biggest gains in emotional well-being compared to other groups. Students were more likely to finish the program when using games than when having no intervention at all. The benefits were seen right after the program ended and continued for three to six months. However, the positive effects tended to fade without extra booster sessions. The games did not show clear improvements in thinking skills or behavior that reached statistical significance. No serious safety problems were reported in the studies reviewed. This approach offers a practical way to support students facing bullying in their daily classroom lives.
Educational games improve continuous outcomes for school bullying and cyberbullying with small pooled effectsEducational games help school students with bullying issues right now
AI-generated summary of the cited source, checked by automated accuracy review. How we work
This systematic review and meta-analysis evaluated the impact of educational games on school bullying and cyberbullying within classroom-based settings on PC or web platforms. The analysis included 34 studies comparing these interventions against usual-care conditions, other active programs, or no-intervention controls. Immediate post-intervention assessment and follow-up at three to six months were utilized for data collection.
Pooled analysis indicated small and statistically significant improvements for continuous outcomes, with a Hedges' g of 0.14 and a 95% CI of 0.02 to 0.26. Emotional outcomes demonstrated the largest pooled gains among the measured categories. In contrast, cognitive and behavioural effects were smaller and did not reach statistical significance. Completion rates for the educational games were higher than those observed in no-intervention controls.
The authors noted that effects tended to diminish by three to six months without booster components. No tested moderator reached statistical significance. Safety data, including adverse events and discontinuations, were not reported. The review suggests that while educational games outperformed usual-care conditions and showed higher completion rates, the clinical certainty regarding long-term efficacy remains limited by the observed decay in effects over time.
View Original Abstract ↓
High-Dose Vitamin D and Low-Dose Vitamin A May Reduce Bronchopulmonary Dysplasia in Preterm Infants
High-Dose Vitamin D May Reduce BPD in Preterm Infants
Related in Pediatrics
From Other Specialties
