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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...
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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...
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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...
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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 (4)
Instructional domain (subject)
- Mathematics (3)
- Multiple (2)
- Science (1)
Education Level and Type
- ECE 0-7 (1)
- High school 16-18
- Informal education (1)
- K-12 (3)
- Primary 7-10 (4)
- Secondary 11-16 (4)
- Tertiary (1)
Groups of students
- At-risk (1)
- Learning difficulties (1)
- SEND (1)
School or home
- School (3)
Moderating variables
- Gender (1)
- Grade/education level (1)
- Length of time (1)
- Novelty Effect (1)
- Peer involvement/group learning (1)
- School-level factors (1)
- Student characteristics (1)
- Subject (1)
- Teacher involvement (1)
- Tech structure (1)
Tech Hardware
Tech Software
- Computer-Assisted Instruction (CAI) (1)
- Game learning (2)
- Simulations (1)
- Virtual Reality (1)
Tech mechanism
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- Feedback (1)
- Gamification (2)
Learning Approach
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- Classroom learning (2)
Teacher Pedagogy
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- Game-based learning (2)
- Group learning (1)
Research methods
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Quality of research
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- Medium: 4 or above (1)
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