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This meta-analysis extended the current literature regarding the effects of computer technology (CT) on mathematics achievement, with a particular focus on low-performing students. A total of 45 independent effect sizes extracted from 31 empirical studies based on a total of 2,044 low-performing students in K-12 classrooms were included in this meta-analysis. Consistent with previous reviews, this study suggested a statistically significant and positive effect of CT ([Formula: see...
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Substantial disagreement exists in the literature regarding which educational technology results in the highest cognitive gain for learners. In an attempt to resolve this dispute, we conducted a meta-analysis to decipher which teaching method, games and interactive simulations or traditional, truly dominates and under what circumstances. It was found that across people and situations, games and interactive simulations are more dominant for cognitive gain outcomes. However, consideration of...
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The English Review Group completed an overarching systematic review of the impact of Information and Communication Technology (ICT) on literacy learning in English in 2002 (Andrews et al., 2002). In this review, a ‘map’ described all the included research in the field. An in-depth sub-review reported on the impact of networked ICT on literacy learning (Andrews et al., 2002). This present review is one of a further four in-depth sub-reviews that address aspects of the overarching question –...
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This study quantitatively synthesized the empirical research on the effects of social context (i.e., small group versus individual learning) when students learn using computer technology. In total, 486 independent findings were extracted from 122 studies involving 11,317 learners. The results indicate that, on average, small group learning had significantly more positive effects than individual learning on student individual achievement (mean ES = + 0.15), group task performance (mean ES = +...
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Outcome measure
- Learning (4)
Instructional domain (subject)
- Computing (1)
- Languages (1)
- Literacy (1)
- Mathematics (2)
- Multiple (1)
- Science (1)
- Social Studies (1)
Education Level and Type
- ECE 0-7
- High school 16-18 (2)
- Informal education (1)
- K-12 (3)
- Middle school (1)
- Primary 7-10 (3)
- Secondary 11-16 (3)
- Tertiary (2)
Groups of students
- At-risk (1)
- EAL (1)
- Low-performing (2)
- SEND (1)
School or home
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- Mixture (1)
- School (2)
Moderating variables
Tech Hardware
- Computer (4)
Tech Software
- Computer Algebra Systems (1)
- Computer-Assisted Instruction (CAI) (2)
- Computer-Based Teaching (CBT) (1)
- Game learning (1)
- General apps (1)
- Intelligent Tutoring (1)
- Simulations (2)
- Tutorials (1)
- Word processor (1)
Tech mechanism
- _No mention (2)
- Feedback (1)
- Gamification (1)
Learning Approach
- _No mention (3)
Teacher Pedagogy
- Feedback (2)
- Game-based learning (2)
- Group learning (2)
- Peer learning (1)
- Scaffolding (1)
Research methods
Effect size/ heterogeneity
HIC/LMIC
Quality of research
- High: 6+ (3)
- Medium: 4 or above (1)