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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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Since its advent word processing has become a common writing tool, providing potential advantages over writing by hand. Word processors permit easy revision, produce legible characters quickly, and may provide additional supports (e.g., spellcheckers, speech recognition). Such advantages should remedy common difficulties among weaker writers/readers in grades 1–12. Based on 27 studies with weaker writers, 20 of which were not considered in prior reviews, findings from this meta-analysis...
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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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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
- Learning (4)
- Motivation (1)
Instructional domain (subject)
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Literacy
- Comprehension (2)
- Language (2)
- Reading (3)
- Spelling (1)
- vocabulary (1)
- writing (2)
- Mathematics (1)
- Multiple (1)
- Science (1)
- Social Studies (1)
Education Level and Type
- ECE 0-7 (1)
- High school 16-18 (1)
- K-12 (1)
- Middle school (2)
- Primary 7-10 (3)
- Secondary 11-16
Groups of students
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- At-risk (1)
- EAL (2)
- Examination years (1)
- Learning difficulties (1)
- Low-performing (1)
- Low socio-economic status (1)
- SEND (1)
School or home
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- School (3)
Moderating variables
Tech Hardware
- Computer (2)
- Handheld device (1)
- Multimedia (1 or more) (1)
Tech Software
Tech mechanism
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- Feedback (1)
- Scaffolding/Varying difficulty levels (1)
Learning Approach
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- Classroom learning (2)
Teacher Pedagogy
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- Feedback (1)
- Group learning (1)
- Scaffolding (1)
Research methods
Effect size/ heterogeneity
HIC/LMIC
- HIC (high income) (1)
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Quality of research
- High: 6+ (3)
- Medium: 4 or above (1)
Geography if specific
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