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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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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.
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This meta-analysis examines the inconsistent findings across experimental studies that compared children’s learning outcomes with digital and paper books. We quantitatively reviewed 39 studies reported in 30 articles (n = 1,812 children) and compared children’s story comprehension and vocabulary learning in relation to medium (reading on paper versus on-screen), design enhancements in digital books, the presence of a dictionary, and adult support for children aged between 1 and 8 years. The...
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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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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...
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The purpose of this work was to meta-analyze empirical evidence about the effectiveness of digital-based interventions for students with mathematical learning difficulties. Furthermore, we investigated whether the school level of the participants and the software instructional approach were decisive modulated factors. A systematic search of randomized controlled studies published between 2003 and 2019 was conducted. A total of 15 studies with 1073 participants met the study selection...
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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 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...
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Outcome measure
- Learning (8)
Instructional domain (subject)
- Computing (1)
- Literacy (3)
- Mathematics (5)
- Multiple (3)
- Science (3)
- Social Studies (2)
Education Level and Type
- ECE 0-7 (4)
- High school 16-18 (6)
- K-12 (1)
- Middle school (3)
- Primary 7-10
- Secondary 11-16 (4)
- Tertiary (2)
Groups of students
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- Low-performing (1)
- Low socio-economic status (2)
- SEND (2)
- typically-developing students (1)
School or home
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- Home (1)
- Mixture (2)
- School (1)
Moderating variables
- Country / culture (1)
- Design-type/ testing instruments (1)
- Grade/education level (4)
- Length of time (2)
- Multiple exposures (1)
- Parent/carer involvement (2)
- School-level factors (1)
- SEND (1)
- Student characteristics (3)
- Subject (2)
- Teacher involvement (3)
- Tech structure (5)
Tech Hardware
- Computer (3)
- E-book hardware - e.g. kindle (3)
- Handheld device (2)
- Multimedia (1 or more) (7)
- Tablet (2)
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Tech Software
- Computer Algebra Systems (1)
- E-book software (2)
- Game learning (3)
- General apps (3)
- Intelligent Tutoring (1)
- Serious games (1)
- Simulations (1)
- Tutorials (1)
- Virtual Reality (1)
Tech mechanism
- Feedback (2)
- Gamification (1)
Learning Approach
- _No mention (1)
- Classroom learning (1)
Teacher Pedagogy
- _No mention (2)
- Feedback (1)
- Game-based learning (1)
- Group learning (1)
- Scaffolding (1)
Research methods
Effect size/ heterogeneity
HIC/LMIC
- HIC (high income) (1)
- Mixture or unknown (4)
Quality of research
- High: 6+ (4)
- Medium: 4 or above (3)