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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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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...
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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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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...
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Outcome measure
- Behaviour (1)
- Learning (4)
- Motivation (1)
Education Level and Type
- K-12 (2)
- Secondary 11-16 (1)
- Tertiary
Groups of students
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School or home
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- Home (1)
- School (2)
Moderating variables
- Assessments (3)
- Design-type/ testing instruments (1)
- Feedback (2)
- Length of time (3)
- Multiple exposures (1)
- Novelty Effect (2)
- Peer involvement/group learning (3)
- Student characteristics (1)
- Teacher involvement (1)
- Tech structure (1)
- Type of instruction methods (student/teacher centered) (1)
- Type of knowledge or task (exposing, procedural, active, etc (1)
Tech Hardware
- Computer (3)
- Mobile/Smartphone (1)
- Multimedia (1 or more) (3)
Tech Software
- Clicker-integrated instruction (1)
- Game learning (3)
- Serious games (1)
- Simulations (2)
- Virtual Reality (2)
Tech mechanism
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- Classroom learning (2)
- Remote learning (1)
Teacher Pedagogy
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- Feedback (1)
- Game-based learning (2)
- Group learning (1)
- Peer learning (1)
- Scaffolding (1)
Research methods
Effect size/ heterogeneity
HIC/LMIC
Quality of research
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- Medium: 4 or above (2)
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