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In this meta-analysis, we systematically reviewed research on digital games and learning for K-16 students. We synthesized comparisons of game versus nongame conditions (i.e., media comparisons) and comparisons of augmented games versus standard game designs (i.e., value-added comparisons). We used random-effects meta-regression models with robust variance estimates to summarize overall effects and explore potential moderator effects. Results from media comparisons indicated that digital gamesdoi:10.3102/0034654315582065 pmid:26937054 pmcid:PMC4748544 fatcat:cxeoivykoneqpe4523p5l3frze