Your search
Results 13 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...
-
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...
-
In this meta-analysis, we systematically reviewed research on digital games and learning for K–16 students. We synthesized comparisons of game versus nongame conditions (i.e., media comparisons) and comparisons of augmented games versus standard game designs (i.e., value-added comparisons). We used random-effects meta-regression models with robust variance estimates to summarize overall effects and explore potential moderator effects. Results from media comparisons indicated that digital...
-
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...
-
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...
-
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...
-
This paper examines the literature on computer games and serious games in regard to the potential positive impacts of gaming on users aged 14 years or above, especially with respect to learning, skill enhancement and engagement. Search terms identified 129 papers reporting empirical evidence about the impacts and outcomes of computer games and serious games with respect to learning and engagement and a multidimensional approach to categorizing games was developed. The findings revealed that...
-
A systematic search of the research literature from 1996 through July 2008 identified more than a thousand empirical studies of online learning. Analysts screened these studies to find those that (a) contrasted an online to a face-to-face condition, (b) measured student learning outcomes, (c) used a rigorous research design, and (d) provided adequate information to calculate an effect size. As a result of this screening, 50 independent effects were identified that could be subjected to...
-
The purpose of this research study was to determine the overall effectiveness of computer-based laboratory compared with the traditional hands-on laboratory for improving students’ science academic achievement and attitudes towards science subjects at the college and pre-college levels of education in the United States. Meta-analysis was used to synthesis the findings from 38 primary research studies conducted and/or reported in the United States between 1996 and 2006 that compared the...
-
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...
-
This study quantitatively synthesized the empirical research on the effects of social context (i.e., small group versus individual learning) when students learn using computer technology. In total, 486 independent findings were extracted from 122 studies involving 11,317 learners. The results indicate that, on average, small group learning had significantly more positive effects than individual learning on student individual achievement (mean ES = + 0.15), group task performance (mean ES = +...
Explore
Outcome measure
- Attitudes (1)
- Behaviour (3)
- Learning
- Motivation (1)
- Socio-emotional learning (1)
Instructional domain (subject)
- Computing (1)
- Languages (1)
- Literacy (1)
- Mathematics (3)
- Multiple (7)
- Science (3)
- Social Studies (1)
- STEM (1)
Education Level and Type
- ECE 0-7 (3)
- High school 16-18 (1)
- Informal education (3)
- K-12 (9)
- Primary 7-10 (1)
- Secondary 11-16 (3)
- Tertiary
Groups of students
- _No mention (1)
- At-risk (1)
- Low-performing (1)
- SEND (1)
School or home
- _No mention (3)
- Home (1)
- Mixture (2)
- School (5)
Moderating variables
- __ no obvious moderating variables (1)
- Assessments (3)
- Design-type/ testing instruments (4)
- Feedback (2)
- Gender (1)
- Grade/education level (1)
- IQ (1)
- Length of time (8)
- Multiple exposures (1)
- Novelty Effect (2)
- Peer involvement/group learning (5)
- School-level factors (2)
- Student characteristics (1)
- Teacher involvement (4)
- Tech structure (2)
- Type of instruction methods (student/teacher centered) (1)
- Type of knowledge or task (exposing, procedural, active, etc (2)
Tech Hardware
- CD ROM/ DVD (1)
- Computer (10)
- Internet (1)
- Mobile/Smartphone (2)
- Multimedia (1 or more) (3)
Tech Software
- Audio books (1)
- Augmented Reality (1)
- Clicker-integrated instruction (1)
- Computer Algebra Systems (1)
- Computer-Assisted Instruction (CAI) (7)
- Computer-Based Teaching (CBT) (2)
- Game learning (6)
- General apps (1)
- Robotics (1)
- Serious games (1)
- Simulations (4)
- Virtual Reality (4)
- Word processor (1)
Tech mechanism
Learning Approach
- _No mention (3)
- Blended learning (3)
- Classroom learning (4)
- Remote learning (4)
Teacher Pedagogy
- _No mention (3)
- Collaboration (2)
- Feedback (1)
- Game-based learning (3)
- Group learning (3)
- Peer learning (2)
- Scaffolding (2)
- Self-paced (no teacher) (1)
Research methods
Effect size/ heterogeneity
HIC/LMIC
Quality of research
- High: 6+ (9)
- Medium: 4 or above (4)
Geography if specific
- _no mention (3)
- Mixture (1)
- USA (1)