Your search
Results 5 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...
-
The purpose of this work was to meta-analyze empirical evidence about the effectiveness of digital-based interventions for students with mathematical learning difficulties. Furthermore, we investigated whether the school level of the participants and the software instructional approach were decisive modulated factors. A systematic search of randomized controlled studies published between 2003 and 2019 was conducted. A total of 15 studies with 1073 participants met the study selection...
-
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,...
-
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...
Explore
Outcome measure
- Learning (5)
Instructional domain (subject)
- Literacy (2)
- Mathematics (3)
- Multiple (3)
- Science (2)
- Social Studies (1)
Education Level and Type
- ECE 0-7 (3)
- High school 16-18
- Informal education (1)
- K-12 (1)
- Middle school (1)
- Primary 7-10 (4)
- Secondary 11-16 (3)
- Tertiary (1)
Groups of students
- _No mention (1)
- At-risk (1)
- Learning difficulties (1)
- Low-performing (1)
- SEND (1)
School or home
- _No mention (1)
- School (1)
Moderating variables
- Country / culture (1)
- Gender (1)
- Grade/education level (1)
- Length of time (1)
- Peer involvement/group learning (1)
- School-level factors (1)
- SEND (1)
- Student characteristics (3)
- Subject (1)
- Teacher involvement (1)
- Tech structure (2)
Tech Hardware
- Computer (2)
- Multimedia (1 or more) (3)
Tech Software
- Game learning
- General apps (2)
- Serious games (1)
- Simulations (1)
- Virtual Reality (1)
Tech mechanism
- Feedback (1)
- Gamification (3)
Learning Approach
- _No mention (2)
Teacher Pedagogy
- _No mention (2)
- Game-based learning (1)
- Group learning (2)
Research methods
Effect size/ heterogeneity
HIC/LMIC
- HIC (high income) (2)
- Mixture or unknown (4)
Quality of research
- High: 6+ (1)
- Medium: 4 or above (4)
Geography if specific
- _no mention (2)
- Mixture (2)