Your search
Results 5 resources
-
Language abilities in the early years are a strong predictor of children’s success in school. However, a considerable number of children enter school with poor language skills. Therefore, one of the most important but also challenging mandates of early childhood education and care [ECEC] is to promote these skills before school enrolment. Meta-analytic evidence suggests that shared book reading is a valuable tool to narrow this gap in the early years. In the digital age, ebooks might offer...
-
Background: The array of availability of diverse digital reading applications, the mixed results emerging from small-scale experimental studies, as well as the long-standing tradition and range of known positive developmental outcomes gained from adultchild storybook reading warrant an investigation into electronic storybooks (e-books) by performing a meta-analysis, which includes recent studies.
-
This meta-analysis examines the inconsistent findings across experimental studies that compared children’s learning outcomes with digital and paper books. We quantitatively reviewed 39 studies reported in 30 articles (n = 1,812 children) and compared children’s story comprehension and vocabulary learning in relation to medium (reading on paper versus on-screen), design enhancements in digital books, the presence of a dictionary, and adult support for children aged between 1 and 8 years. The...
-
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...
-
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...
Explore
Outcome measure
Instructional domain (subject)
- Literacy (3)
- Mathematics (1)
- Multiple (1)
Education Level and Type
- ECE 0-7
- High school 16-18 (2)
- Informal education (1)
- K-12 (1)
- Middle school (1)
- Primary 7-10 (4)
- Secondary 11-16 (2)
- Tertiary (1)
Groups of students
- At-risk (2)
- Low-performing (1)
- Low socio-economic status (2)
- SEND (1)
- typically-developing students (1)
Moderating variables
Tech Hardware
- Computer (2)
- E-book hardware - e.g. kindle (3)
- Handheld device (2)
- Interactive whiteboards (1)
- Multimedia (1 or more) (3)
- Tablet (2)
- Touch-screen (2)
Tech Software
- Computer Algebra Systems (1)
- E-book software (3)
- Game learning (1)
- General apps (1)
- Intelligent Tutoring (1)
- Simulations (1)
- Tutorials (1)
Tech mechanism
- Feedback (1)
- Gamification (1)
Learning Approach
- _No mention (1)
- Blended learning (1)
- Classroom learning (2)
Teacher Pedagogy
- Feedback (1)
- Game-based learning (2)
- Group learning (2)
- Scaffolding (1)
Research methods
Effect size/ heterogeneity
HIC/LMIC
Quality of research
- High: 6+ (4)
- Medium: 4 or above (1)