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Clickers, formerly known as instant response systems, have gradually become an integral part of the classroom. Though several reviews on research into clicker-integrated instruction have been published within this decade, the controversy over whether clickerintegrated instruction is effective to enhance students' learning gains has not been settled because the early reviews mainly focus on students' perceptions toward and acceptance of clicker-integrated instruction. Furthermore, so far...
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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...
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Giving a student control over their learning has theoretical and intuitive appeal, but its effects are neither powerful nor consistent in the empirical literature base. This meta-analysis updated previous meta-analytic research by Niemiec, Sikorski, and Walberg by studying the overall effectiveness of providing learner control within educational technology, the characteristics of instruction along the continuum of learner control, and elements of the instructional environments that may play...
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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...
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Outcome measure
- Behaviour (2)
- Learning (4)
- Socio-emotional learning (1)
Education Level and Type
- ECE 0-7 (1)
- Informal education (1)
- K-12 (3)
- Tertiary
Groups of students
- _No mention (1)
- SEND (1)
Moderating variables
Tech Hardware
- CD ROM/ DVD (1)
- Computer (2)
- Multimedia (1 or more) (1)
Tech Software
- Audio books (1)
- Clicker-integrated instruction (1)
- Computer-Assisted Instruction (CAI) (2)
- Game learning (3)
- General apps (1)
- Robotics (1)
- Simulations (1)
- Virtual Reality (3)
Tech mechanism
Learning Approach
Teacher Pedagogy
- Collaboration (1)
- Feedback (1)
- Group learning (1)
- Peer learning (1)
- Scaffolding (1)
- Self-paced (no teacher) (1)
Research methods
Effect size/ heterogeneity
HIC/LMIC
Quality of research
- High: 6+ (2)
- Medium: 4 or above (2)
Geography if specific
- _no mention (1)