Your search
Results 8 resources
-
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...
-
A meta-analysis was conducted on the effects of computer-supported early literacy interventions (strict phonological awareness training, combined phonological awareness and letter training, and use of e-books) on phonological-awareness (syllabic awareness, word blending, rhyme, phoneme awareness) and reading-related skills (concept about print, letter knowledge, decoding, spelling) across different languages in preschool and kindergarten since 1995. A total of 59 studies were identified with a...
-
The present meta-analysis challenges the notion that young children necessarily need adult scaffolding in order to understand a narrative story and learn words as long as they encounter optimally designed multimedia stories. Including 29 studies and 1272 children, multimedia stories were found more beneficial than encounters with traditional story materials that did not include the help of an adult for story comprehension (g+ = 0.40, k = 18) as well as vocabulary (g+ = 0.30, k = 11). However,...
-
This article reports the results of a meta-analysis of technology-based intervention studies for children with autism spectrum disorders. We conducted a systematic review of research that used a pre–post design to assess innovative technology interventions, including computer programs, virtual reality, and robotics. The selected studies provided interventions via a desktop computer, interactive DVD, shared active surface, and virtual reality. None employed robotics. The results provide...
-
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...
-
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 –...
-
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 = +...
Explore
Outcome measure
Instructional domain (subject)
- Computing (2)
- Languages (1)
- Literacy (5)
- Mathematics (2)
- Multiple (1)
- Science (1)
- Social Studies (1)
Education Level and Type
- ECE 0-7
- High school 16-18 (2)
- Informal education (2)
- K-12 (4)
- Middle school (1)
- Primary 7-10 (5)
- Secondary 11-16 (3)
- Tertiary (3)
Groups of students
- At-risk (2)
- EAL (3)
- Learning difficulties (2)
- Low-performing (5)
- Low socio-economic status (2)
- SEND (5)
School or home
- _No mention (2)
- Mixture (2)
- School (3)
Moderating variables
- __ no obvious moderating variables (2)
- Design-type/ testing instruments (1)
- Gender (1)
- Grade/education level (2)
- IQ (1)
- Length of time (2)
- Multiple exposures (2)
- Peer involvement/group learning (1)
- Student characteristics (1)
- Teacher involvement (2)
- Teacher professional development (1)
- Tech structure (1)
Tech Hardware
- CD ROM/ DVD (3)
- Computer
- E-book hardware - e.g. kindle (1)
- Internet (1)
- Mobile/Smartphone (1)
- Multimedia (1 or more) (2)
- Radio (1)
- Tablet (1)
- TV (2)
Tech Software
- Audio books (2)
- Computer Algebra Systems (1)
- Computer-Assisted Instruction (CAI) (4)
- Computer-Based Teaching (CBT) (2)
- Digital Media (audiovisuals) (3)
- E-book software (3)
- Game learning (2)
- General apps (3)
- Graphic organisers/Visualisations (2)
- Intelligent Tutoring (1)
- Robotics (1)
- Simulations (2)
- Tutorials (1)
- Virtual Reality (1)
- Word processor (1)
Tech mechanism
Learning Approach
- _No mention (5)
- Blended learning (1)
- Classroom learning (2)
- Remote learning (1)
Teacher Pedagogy
- _No mention (2)
- Feedback (2)
- Game-based learning (2)
- Group learning (2)
- Peer learning (1)
- Scaffolding (1)
Research methods
Effect size/ heterogeneity
HIC/LMIC
- HIC (high income) (3)
- Mixture or unknown (5)
Quality of research
- High: 6+ (6)
- Medium: 4 or above (2)
Geography if specific
- _no mention (4)
- Israel (1)
- The Netherlands (1)
- UK (1)
- USA (1)