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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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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...
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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...
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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
- Learning (8)
Instructional domain (subject)
- Literacy (1)
- Mathematics (5)
- Multiple (5)
- Science (3)
- Social Studies (2)
Education Level and Type
- ECE 0-7 (2)
- High school 16-18 (4)
- Informal education (1)
- K-12 (2)
- Middle school (2)
- Primary 7-10
- Secondary 11-16 (3)
- Tertiary (3)
Groups of students
- _No mention (1)
- At-risk (1)
- Learning difficulties (1)
- Low-performing (1)
- SEND (2)
School or home
- _No mention (3)
- School (3)
Moderating variables
- __ no obvious moderating variables (2)
- Attainment level of students (1)
- Country / culture (1)
- Gender (1)
- Grade/education level (1)
- Length of time (1)
- Novelty Effect (1)
- Peer involvement/group learning (2)
- School-level factors (1)
- SEND (1)
- Student characteristics (3)
- Subject (1)
- Teacher involvement (2)
- Teacher pedagogy/implementation (1)
- Tech structure (1)
Tech Hardware
- Computer (3)
- E-book hardware - e.g. kindle (1)
- Handheld device (1)
- Multimedia (1 or more) (3)
- Tablet (1)
Tech Software
- Augmented Reality (1)
- Building blocks (1)
- Computer-Assisted Instruction (CAI) (3)
- Computer-Based Teaching (CBT) (1)
- Digital Media (audiovisuals) (1)
- Dynamic Geometry Software (1)
- Game learning (4)
- General apps (2)
- Graphic organisers/Visualisations (1)
- Serious games (1)
- Simulations (2)
- Tutorials (1)
- Virtual manipulatives (1)
Tech mechanism
- _No mention (1)
- Cooperative learning (e.g. discussion areas) (1)
- Direct instruction (1)
- Drill and practice (1)
- Feedback (1)
- Gamification (3)
- Graphic modelling (2)
- Instructional supports/Demos: worked out examples (1)
- Multimedia effects (1)
- Personalization effect (1)
- Scaffolding/Varying difficulty levels (1)
Learning Approach
- _No mention (4)
- Classroom learning (1)
Teacher Pedagogy
- _No mention (2)
- Collaboration (2)
- Feedback (1)
- Game-based learning (1)
- Group learning (2)
- PC mixed with real objects (1)
Research methods
Effect size/ heterogeneity
HIC/LMIC
- HIC (high income) (1)
- LMIC (middle/low) (1)
- Mixture or unknown (6)