Your search
Results 9 resources
-
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...
-
Background: The array of availability of diverse digital reading applications, the mixed results emerging from small-scale experimental studies, as well as the long-standing tradition and range of known positive developmental outcomes gained from adultchild storybook reading warrant an investigation into electronic storybooks (e-books) by performing a meta-analysis, which includes recent studies.
-
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...
-
The purpose of this study is to determine the effect of digital stories on academic achievement. In order to achieve this purpose, meta analysis method was used in the study. Within the scope of the study, ERIC, Google Academic, YÖK Thesis Center, ProQuest, Science Direct and ULAKBİM databases were scanned and 23 studies (10 theses, 13 articles) were included in the meta-analysis using the criteria determined by the researchers. Cochran’s X2 (Q = 285,155, p < .05) test was conducted to test...
-
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,...
-
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...
-
The present meta-analysis challenges the notion that young children necessarily need adult scaffolding in order to understand a narrative story and learn words as long as they encounter optimally designed multimedia stories. Including 29 studies and 1272 children, multimedia stories were found more beneficial than encounters with traditional story materials that did not include the help of an adult for story comprehension (g+ = 0.40, k = 18) as well as vocabulary (g+ = 0.30, k = 11). However,...
-
Dynamic geometry software (DGS) aims to enhance mathematics education. This systematic review and meta-analysis evaluated the quasi-experimental studies on the effectiveness of DGS-based instruction in improving students’ mathematical achievement. Research articles published between 1990 and 2013 were identified from major databases according to a prespecified search strategy and selection criteria. A meta-analysis was conducted based on the random-effects model to evaluate the effectiveness...
-
Studies focusing on the effectiveness of computer-assisted instruction have been growing recently in Turkey. In this research, quantitative studies comparing the effectiveness of computer- assisted instruction to traditional teaching method and conducted between 1998 and 2007 are studied by meta analysis. Seventy eight studies that have eligible data were combined with meta analytical methods by coding protocol from the 422 master’s and doctoral degree and 124 articles. As a result for the...
Explore
Outcome measure
- Learning (9)
Instructional domain (subject)
- Computing (1)
- Literacy (3)
- Mathematics (5)
- Multiple (4)
- Science (4)
- Social Studies (2)
Education Level and Type
- ECE 0-7 (3)
- High school 16-18 (5)
- K-12 (2)
- Middle school (3)
- Primary 7-10
- Secondary 11-16 (4)
- Tertiary (3)
Groups of students
- _No mention (2)
- EAL (1)
- Learning difficulties (1)
- Low-performing (2)
- Low socio-economic status (2)
- SEND (1)
- typically-developing students (1)
School or home
- _No mention (2)
- Home (1)
- Mixture (3)
- School (2)
Moderating variables
- __ no obvious moderating variables (1)
- Country / culture (1)
- Design-type/ testing instruments (1)
- Grade/education level (5)
- Length of time (3)
- Multiple exposures (2)
- Novelty Effect (1)
- Parent/carer involvement (1)
- Peer involvement/group learning (1)
- School-level factors (1)
- Student characteristics (2)
- Subject (2)
- Teacher involvement (3)
- Teacher pedagogy/implementation (1)
- Tech structure (4)
Tech Hardware
- CD ROM/ DVD (1)
- Computer (5)
- E-book hardware - e.g. kindle (3)
- Handheld device (2)
- Multimedia (1 or more) (6)
- Radio (1)
- Tablet (2)
- Touch-screen (2)
- TV (1)
Tech Software
- Audio books (1)
- Computer Algebra Systems (1)
- Computer-Assisted Instruction (CAI) (2)
- Digital Media (audiovisuals) (1)
- Dynamic Geometry Software (1)
- E-book software (2)
- Game learning (2)
- General apps (4)
- Graphic organisers/Visualisations (1)
- Intelligent Tutoring (1)
- Serious games (1)
- Simulations (1)
- Tutorials (1)
- Virtual Reality (1)
Tech mechanism
- _No mention (1)
- Feedback (2)
- Gamification (1)
- Graphic modelling (1)
- Multimedia effects (1)
- Scaffolding/Varying difficulty levels (1)
Learning Approach
- _No mention (2)
- Classroom learning (2)
Teacher Pedagogy
- _No mention (2)
- Collaboration (1)
- Feedback (1)
- Game-based learning (1)
- Group learning (1)
- Scaffolding (1)
Research methods
Effect size/ heterogeneity
HIC/LMIC
- HIC (high income) (2)
- LMIC (middle/low) (1)
- Mixture or unknown (4)
Quality of research
- High: 6+ (4)
- Low: 3 or below (1)
- Medium: 4 or above (4)
Geography if specific
- _no mention (2)
- Mixture (1)
- Taiwan (1)
- The Netherlands (1)
- Turkey (3)
- USA (1)