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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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It is assumed that serious games influences learning in 2 ways, by changing cognitive processes and by affecting motivation. However, until now research has shown little evidence for these assumptions. We used meta-analytic techniques to investigate whether serious games are more effective in terms of learning and more motivating than conventional instruction methods (learning: k ϭ 77, N ϭ 5,547; motivation: k ϭ 31, N ϭ 2,216). Consistent with our hypotheses, serious games were found to be...
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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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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
- Behaviour (1)
- Learning
- Motivation (2)
Instructional domain (subject)
- Mathematics (2)
- Multiple (3)
Education Level and Type
- ECE 0-7 (2)
- High school 16-18 (4)
- Informal education (1)
- K-12 (3)
- Middle school (1)
- Primary 7-10 (3)
- Secondary 11-16
- Tertiary (3)
Groups of students
- At-risk (1)
- Learning difficulties (1)
- Low-performing (1)
- SEND (1)
Moderating variables
Tech Hardware
- Computer (4)
- Mobile/Smartphone (1)
- Multimedia (1 or more) (2)
Tech Software
- Computer Algebra Systems (1)
- Computer-Assisted Instruction (CAI) (1)
- Game learning (2)
- General apps (1)
- Intelligent Tutoring (1)
- Serious games (2)
- Simulations (2)
- Tutorials (1)
- Virtual Reality (1)
Tech mechanism
Learning Approach
- _No mention (1)
- Classroom learning (1)
- Remote learning (1)
Teacher Pedagogy
Research methods
Effect size/ heterogeneity
HIC/LMIC
- HIC (high income) (1)
- Mixture or unknown (4)
Quality of research
- High: 6+ (3)
- Medium: 4 or above (3)
Geography if specific
- _no mention (2)