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Previous empirical studies on the effect of scaffolding in game-based learning environments have shown inconsistent findings. In this study, we conducted a meta-analysis to examine the effect of scaffolding in digital game-based learning (DGBL) and to explore a range of moderating factors that may have contributed to the inconsistencies of primary studies. We used the three-level meta-analysis method to analyze the data for handling data non-dependency issues of multiple effect sizes in one...
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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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Digital game-based learning (DGBL) is known to be widely used for improving learning in various fields. Among the elements of DGBL, competition has been very controversial. This meta-analysis, which included 25 articles written between 2008 and 2019, revealed that DGBL has produced improvements for learning outcomes with an overall effect size of .386. In addition, we explored multiple moderators to understand how competition in DGBL influenced student learning for different learners,...
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This paper examines the literature on computer games and serious games in regard to the potential positive impacts of gaming on users aged 14 years or above, especially with respect to learning, skill enhancement and engagement. Search terms identified 129 papers reporting empirical evidence about the impacts and outcomes of computer games and serious games with respect to learning and engagement and a multidimensional approach to categorizing games was developed. The findings revealed that...
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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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The results of a meta-analysis of 20 research articles containing 89 effect sizes related to the use of digital tools and learning environments to enhance literacy acquisition for middle school students demonstrate that technology can have a positive effect on reading comprehension (weighted effect size of 0.489). Very little research has focused on the effect of technology on other important aspects of reading, such as metacognitive, affective, and dispositional outcomes. The evidence...
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Different learning environments provide different learning experiences and ought to serve different achievement goals. We hypothesized that constructivist learning environments lead to the attainment of achievements that are consistent with the experiences that such settings provide and that more traditional settings lead to the attainments of other kinds of achievement in accordance with the experiences they provide. A meta-analytic study was carried out on 32 methodologically-appropriate...
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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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Outcome measure
- Behaviour (1)
- Learning
- Motivation (1)
Instructional domain (subject)
- Literacy (3)
- Mathematics (5)
- Multiple (5)
- Science (3)
- Social Studies (1)
Education Level and Type
- ECE 0-7 (3)
- High school 16-18 (6)
- Informal education (1)
- K-12 (4)
- Middle school (3)
- Primary 7-10 (8)
- Secondary 11-16
- Tertiary (3)
Groups of students
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- At-risk (1)
- EAL (1)
- Examination years (1)
- Learning difficulties (1)
- Low-performing (1)
- SEND (3)
School or home
- _No mention (1)
- Home (1)
- Mixture (1)
- School (6)
Moderating variables
- __ no obvious moderating variables (3)
- Country / culture (1)
- Design-type/ testing instruments (2)
- Gender (1)
- Grade/education level (2)
- Length of time (3)
- Multiple exposures (1)
- Novelty Effect (1)
- Peer involvement/group learning (1)
- School-level factors (2)
- Student characteristics (2)
- Subject (1)
- Teacher involvement (2)
- Tech structure (3)
Tech Hardware
- Computer (9)
- Handheld device (1)
- Mobile/Smartphone (1)
- Multimedia (1 or more) (3)
- Tablet (1)
Tech Software
- Augmented Reality (1)
- Computer Algebra Systems (1)
- Computer-Assisted Instruction (CAI) (4)
- Computer-Based Teaching (CBT) (2)
- Digital Media (audiovisuals) (1)
- E-book software (1)
- Game learning (4)
- General apps (2)
- Intelligent Tutoring (1)
- Serious games (2)
- Simulations (2)
- Tutorials (1)
- Virtual Reality (2)
Tech mechanism
Learning Approach
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- Classroom learning (3)
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Teacher Pedagogy
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- Collaboration (1)
- Feedback (3)
- Game-based learning (4)
- Group learning (2)
- PC mixed with real objects (1)
- Scaffolding (1)
Research methods
Effect size/ heterogeneity
HIC/LMIC
Quality of research
- High: 6+ (6)
- Medium: 4 or above (4)