Your search
Results 12 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...
-
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...
-
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,...
-
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...
-
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...
-
Different learning environments provide different learning experiences and ought to serve different achievement goals. We hypothesized that constructivist learning environments lead to the attainment of achievements that are consistent with the experiences that such settings provide and that more traditional settings lead to the attainments of other kinds of achievement in accordance with the experiences they provide. A meta-analytic study was carried out on 32 methodologically-appropriate...
-
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...
-
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 –...
-
How effective are computer-assisted instruction (CAI) programs in supporting beginning readers? This article reviews 42 studies published from 1990 onward, comprising a total of 75 experimental comparisons. The corrected overall effect size estimate was d = 0.19 (± 0.06). Effect sizes were found to depend on two study characteristics: the effect size at the time of pre-testing and the language of instruction (English or other). These two variables accounted for 61 percent of the variability...
Explore
Outcome measure
- Learning (12)
Instructional domain (subject)
- Computing (1)
- Literacy (4)
- Mathematics (5)
- Multiple (3)
- Science (2)
Education Level and Type
- ECE 0-7 (5)
- High school 16-18 (6)
- Informal education (1)
- K-12 (5)
- Middle school (1)
- Primary 7-10
- Secondary 11-16 (7)
- Tertiary (3)
Groups of students
- _No mention (1)
- At-risk (2)
- EAL (3)
- Learning difficulties (4)
- Low-performing (4)
- Low socio-economic status (2)
- SEND (5)
- typically-developing students (1)
School or home
- _No mention (3)
- Mixture (2)
- School (5)
Moderating variables
- __ no obvious moderating variables (2)
- Attainment level of students (1)
- Design-type/ testing instruments (2)
- Gender (1)
- Grade/education level (4)
- Length of time (2)
- Multiple exposures (2)
- Novelty Effect (1)
- Peer involvement/group learning (1)
- School-level factors (1)
- Student characteristics (3)
- Subject (1)
- Teacher involvement (2)
- Tech structure (3)
Tech Hardware
- CD ROM/ DVD (2)
- Computer
- E-book hardware - e.g. kindle (1)
- Handheld device (1)
- Internet (1)
- Mobile/Smartphone (1)
- Multimedia (1 or more) (4)
- Radio (1)
- Tablet (2)
- Touch-screen (1)
- TV (2)
Tech Software
- Audio books (2)
- Building blocks (1)
- Computer Algebra Systems (1)
- Computer-Assisted Instruction (CAI) (5)
- Digital Media (audiovisuals) (3)
- E-book software (2)
- Game learning (3)
- General apps (2)
- Graphic organisers/Visualisations (3)
- Intelligent Tutoring (1)
- Simulations (3)
- Tutorials (2)
- Virtual manipulatives (1)
- Virtual Reality (1)
Tech mechanism
Learning Approach
- _No mention (6)
- Classroom learning (3)
Teacher Pedagogy
- _No mention (3)
- Feedback (3)
- Game-based learning (3)
- Group learning (2)
- Scaffolding (2)
Research methods
Effect size/ heterogeneity
HIC/LMIC
- HIC (high income) (4)
- LMIC (middle/low) (1)
- Mixture or unknown (7)
Quality of research
- High: 6+ (7)
- Low: 3 or below (1)
- Medium: 4 or above (3)
Geography if specific
- _no mention (4)
- Israel (1)
- Mixture (1)
- The Netherlands (1)
- Turkey (1)
- UK (1)
- USA (1)