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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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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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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 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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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 (8)
- Motivation (2)
Instructional domain (subject)
- Literacy (3)
- Mathematics (3)
- Multiple (2)
- Science (2)
Education Level and Type
- ECE 0-7 (2)
- High school 16-18 (4)
- K-12 (3)
- Middle school (2)
- Primary 7-10 (5)
- Secondary 11-16
- Tertiary (2)
Groups of students
- At-risk (1)
- EAL (2)
- Examination years (1)
- Learning difficulties (2)
- Low-performing (2)
- Low socio-economic status (1)
- SEND (2)
Moderating variables
- __ no obvious moderating variables (2)
- Design-type/ testing instruments (2)
- Grade/education level (2)
- Length of time (3)
- Multiple exposures (2)
- Peer involvement/group learning (1)
- Student characteristics (1)
- Subject (1)
- Teacher involvement (2)
- Tech structure (2)
- Type of instruction methods (student/teacher centered) (1)
Tech Hardware
- Computer (6)
- Handheld device (1)
- Multimedia (1 or more) (2)
Tech Software
- Computer Algebra Systems (1)
- Computer-Assisted Instruction (CAI) (4)
- Computer-Based Teaching (CBT) (1)
- Digital Media (audiovisuals) (1)
- E-book software (1)
- Game learning (1)
- General apps (1)
- Intelligent Tutoring (1)
- Serious games (1)
- Tutorials (1)
- Virtual Reality (1)
- Word processor (1)
Tech mechanism
Learning Approach
- _No mention (1)
- Classroom learning (3)
Teacher Pedagogy
- Feedback (2)
- Game-based learning (3)
- Group learning (1)
- Scaffolding (1)
Research methods
Effect size/ heterogeneity
HIC/LMIC
- HIC (high income) (1)
- Mixture or unknown (6)
Quality of research
Geography if specific
- _no mention (2)
- Mixture (1)