Your search
Results 5 resources
-
The technological developments of the twenty-first century have enabled the emergence of alternative teaching-learning models and instructional tools. One of the concepts brought about by such developments is mobile learning. The aim of this study was to test the effect of mobile learning on students’ mathematics achievement. A systematic database search that included the Academic Search Complete, Education Resources Information Center (ERIC), EBSCO, JSTOR, ScienceDirect, Taylor & Francis...
-
This meta-analysis maps the evidence on the effectiveness of instructional approaches and conditions for learning computer programming under three study conditions: (a) Studies focusing on the effectiveness of programming interventions per se, (b) studies focusing on the effectiveness of visualization and physicality, and (c) studies focusing on the effectiveness of dominant instructional approaches. Utilizing the data from 139 interventions and 375 effect sizes, we found (a) a strong effect...
-
This article reports the results of a meta-analysis of technology-based intervention studies for children with autism spectrum disorders. We conducted a systematic review of research that used a pre–post design to assess innovative technology interventions, including computer programs, virtual reality, and robotics. The selected studies provided interventions via a desktop computer, interactive DVD, shared active surface, and virtual reality. None employed robotics. The results provide...
-
The purpose of this meta-analysis is to examine overall effect as well as the impact of selected instructional design principles in the context of virtual reality technology-based instruction (i.e. games, simulation, virtual worlds) in K-12 or higher education settings. A total of 13 studies (N ¼ 3081) in the category of games, 29 studies (N ¼ 2553) in the category of games, and 27 studies (N ¼ 2798) in the category of virtual worlds were meta-analyzed. The key inclusion criteria were that...
-
A meta-analysis was performed to synthesize existing research comparing the effects of computerassisted instruction (CAI) versus traditional instruction (TI) on studentsÕ achievement in Taiwan. Fiftytwo studies were located from our sources, and their quantitative data was transformed into effect size (ES). The overall grand mean of the study-weighted ES for all 52 studies was 0.55. The results suggest that CAI is more effective than TI in Taiwan. In addition, two of the seventeen variables...
Explore
Outcome measure
- Behaviour (1)
- Learning (5)
- Socio-emotional learning (1)
Instructional domain (subject)
- Computing (1)
- Literacy (1)
- Mathematics (1)
- Multiple (2)
Education Level and Type
- ECE 0-7 (1)
- High school 16-18 (1)
- Informal education (1)
- K-12 (5)
- Primary 7-10 (1)
- Secondary 11-16 (1)
- Tertiary
Groups of students
- _No mention (1)
- SEND (1)
- typically-developing students (1)
Moderating variables
- Assessments (1)
- Design-type/ testing instruments (1)
- Feedback (1)
- Grade/education level (2)
- IQ (1)
- Length of time (3)
- Novelty Effect (1)
- Peer involvement/group learning (1)
- School-level factors (1)
- Subject (1)
- Teacher involvement (2)
- Teacher pedagogy/implementation (1)
- Tech structure (2)
- Type of instruction methods (student/teacher centered) (1)
- Type of knowledge or task (exposing, procedural, active, etc (1)
Tech Hardware
- CD ROM/ DVD (1)
- Computer (4)
- Handheld device (1)
- Mobile/Smartphone (1)
- Multimedia (1 or more) (1)
- Tablet (1)
- Touch-screen (1)
Tech Software
- Augmented Reality (1)
- Computer-Assisted Instruction (CAI) (2)
- Game learning (2)
- General apps (2)
- Robotics (1)
- Simulations (2)
- Virtual Reality (2)
Tech mechanism
- Feedback (1)
Learning Approach
- Blended learning (1)
- Classroom learning (3)
- Remote learning (1)
Teacher Pedagogy
- _No mention (2)
- Collaboration (1)
Research methods
Effect size/ heterogeneity
HIC/LMIC
- LMIC (middle/low) (1)
- Mixture or unknown (3)
Quality of research
- High: 6+ (3)
- Medium: 4 or above (1)