Your search
Results 4 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...
-
It is assumed that serious games influences learning in 2 ways, by changing cognitive processes and by affecting motivation. However, until now research has shown little evidence for these assumptions. We used meta-analytic techniques to investigate whether serious games are more effective in terms of learning and more motivating than conventional instruction methods (learning: k ϭ 77, N ϭ 5,547; motivation: k ϭ 31, N ϭ 2,216). Consistent with our hypotheses, serious games were found to be...
-
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...
Explore
Outcome measure
- Learning (4)
- Motivation (1)
Instructional domain (subject)
- Mathematics (3)
- Multiple (2)
- Science (1)
Education Level and Type
- ECE 0-7 (1)
- High school 16-18
- K-12 (2)
- Middle school (1)
- Primary 7-10 (3)
- Secondary 11-16 (4)
- Tertiary (1)
Groups of students
- Learning difficulties (1)
- Low-performing (1)
- SEND (1)
Moderating variables
Tech Hardware
- Computer (3)
- Multimedia (1 or more) (2)
Tech Software
- Computer Algebra Systems (1)
- Computer-Assisted Instruction (CAI) (1)
- Game learning (1)
- General apps (1)
- Intelligent Tutoring (1)
- Serious games (1)
- Tutorials (1)
- Virtual Reality (1)
Tech mechanism
Learning Approach
Teacher Pedagogy
- Feedback (1)
- Game-based learning (3)
- Group learning (1)
Research methods
Effect size/ heterogeneity
HIC/LMIC
- HIC (high income) (1)
- Mixture or unknown (3)
Quality of research
Geography if specific
- _no mention (1)
- Mixture (1)