Your search
Results 7 resources
-
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...
-
We performed searches in referenced databases such as ScienceDirect and PubMed for articles published from 2007 to 2011 in scientific journals or as proceedings of conferences and symposia and relating primarily to the fields of cognitive science, psychology, human–computer interaction and education, but also other scientific fields such as medicine or engineering in which training has been performed using SGs or VGs.
-
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...
Explore
Outcome measure
- Engagement (1)
- Learning (6)
- Motivation (1)
Instructional domain (subject)
- Literacy (3)
- Mathematics (2)
- Multiple (1)
Education Level and Type
- ECE 0-7 (2)
- High school 16-18 (1)
- Informal education (1)
- K-12 (1)
- Middle school (1)
- Primary 7-10
- Secondary 11-16 (2)
- Tertiary (1)
Groups of students
- At-risk (2)
- EAL (3)
- Learning difficulties (4)
- Low-performing (4)
- Low socio-economic status (3)
- SEND (3)
School or home
- _No mention (2)
- Mixture (1)
- School (3)
Moderating variables
Tech Hardware
- CD ROM/ DVD (2)
- Computer (3)
- E-book hardware - e.g. kindle (1)
- Handheld device (2)
- Internet (1)
- Mobile/Smartphone (1)
- Multimedia (1 or more) (2)
- Radio (1)
- Tablet (2)
- TV (2)
Tech Software
- Audio books (2)
- Augmented Reality (1)
- Building blocks (1)
- Computer-Assisted Instruction (CAI) (2)
- Computer-Based Teaching (CBT) (1)
- Digital Media (audiovisuals) (3)
- Dynamic Geometry Software (1)
- E-book software (2)
- Game learning (1)
- General apps (1)
- Graphic organisers/Visualisations (3)
- Serious games (1)
- Simulations (1)
- Tutorials (1)
- Virtual manipulatives (1)
- Word processor (1)
Tech mechanism
Learning Approach
- _No mention (3)
- Classroom learning (2)
Teacher Pedagogy
- _No mention (2)
- Collaboration (2)
- Feedback (1)
- Game-based learning (1)
- PC mixed with real objects (1)
Research methods
Effect size/ heterogeneity
HIC/LMIC
- HIC (high income) (2)
- Mixture or unknown (4)
Quality of research
- High: 6+ (3)
- Low: 3 or below (1)
- Medium: 4 or above (3)