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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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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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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
Instructional domain (subject)
- Literacy (1)
- Mathematics (2)
- Multiple (2)
- Science (1)
- Social Studies (1)
Education Level and Type
- ECE 0-7 (2)
- High school 16-18
- Informal education (1)
- K-12 (1)
- Middle school (2)
- Primary 7-10 (3)
- Secondary 11-16 (3)
- Tertiary (1)
Groups of students
- _No mention (1)
- At-risk (1)
- Low-performing (1)
School or home
- _No mention (1)
- Mixture (1)
- School (1)
Moderating variables
- Country / culture (1)
- Design-type/ testing instruments (1)
- Gender (1)
- Grade/education level (1)
- Length of time (1)
- Multiple exposures (1)
- Peer involvement/group learning (1)
- School-level factors (1)
- Student characteristics (1)
- Teacher involvement (2)
- Tech structure (2)
Tech Hardware
- Computer (2)
- Multimedia (1 or more) (1)
Tech Software
- Computer Algebra Systems (1)
- Game learning (2)
- General apps (2)
- Intelligent Tutoring (1)
- Serious games (1)
- Simulations (1)
- Tutorials (1)
Tech mechanism
- Feedback (1)
- Gamification (1)
Learning Approach
- _No mention (1)
Teacher Pedagogy
- _No mention (1)
- Feedback (1)
- Game-based learning (2)
- Group learning (2)
Research methods
Effect size/ heterogeneity
HIC/LMIC
- HIC (high income) (1)
- Mixture or unknown (3)
Quality of research
- High: 6+ (1)
- Medium: 4 or above (2)