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This meta-analysis maps the evidence on the effectiveness of instructional approaches and conditions for learning computer programming under three study conditions: (a) Studies focusing on the effectiveness of programming interventions per se, (b) studies focusing on the effectiveness of visualization and physicality, and (c) studies focusing on the effectiveness of dominant instructional approaches. Utilizing the data from 139 interventions and 375 effect sizes, we found (a) a strong effect...
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Background/Context Earlier research on various forms of distance learning concluded that these technologies do not differ significantly from regular classroom instruction in terms of learning outcomes. Now that web-based learning has emerged as a major trend in both K–12 and higher education, the relative efficacy of online and face-to-face instruction needs to be revisited. The increased capabilities of web-based applications and collaboration technologies and the rise of...
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The purpose of this study was to conduct a meta-study of computer-assisted instruction (CAI) studies in mathematics for students with learning disabilities (LD) focusing on examining the effects of CAI on the mathematics performance of students with LD. This study examined a total of 11 mathematics CAI studies, which met the study selection criterion, for students with LD at the elementary and secondary levels and analyzed them in terms of their comparability and effect sizes. Overall, this...
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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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Outcome measure
- Learning (4)
Instructional domain (subject)
- Computing (1)
- Mathematics (1)
- Multiple (2)
Education Level and Type
- ECE 0-7 (1)
- High school 16-18 (3)
- Informal education (2)
- K-12 (3)
- Primary 7-10 (3)
- Secondary 11-16
- Tertiary (3)
Groups of students
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- At-risk (1)
- Learning difficulties (1)
- SEND (1)
- typically-developing students (1)
School or home
- School (2)
Moderating variables
- Gender (1)
- Grade/education level (2)
- Peer involvement/group learning (1)
- Teacher involvement (1)
- Tech structure (1)
Tech Hardware
- Computer (3)
- Handheld device (1)
- Multimedia (1 or more) (1)
- Tablet (1)
- Touch-screen (1)
Tech Software
- Computer-Assisted Instruction (CAI) (1)
- Game learning (1)
- General apps (1)
- Simulations (2)
Tech mechanism
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- Gamification (1)
Learning Approach
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- Classroom learning (1)
Teacher Pedagogy
- Game-based learning (2)
- Group learning (1)
Research methods
Effect size/ heterogeneity
HIC/LMIC
- HIC (high income) (1)
- Mixture or unknown (2)
Quality of research
- High: 6+ (1)
- Medium: 4 or above (1)
Geography if specific
- _no mention (1)