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This research aims to investigate the effect of computer-based teaching (CBT) on students’ academic success. The research used a meta-analytic method to reach a general conclusion by statistically calculating the results of a number of independent studies. In total, 78 studies (62 master’s theses, 4 PhD theses, and 12 articles) concerning this issue were researched based on the literature review of the articles and theses which involved pre-test and post-test control groups and were...
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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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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...
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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...
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Outcome measure
- Learning (4)
Instructional domain (subject)
Education Level and Type
- ECE 0-7 (1)
- High school 16-18 (1)
- Informal education (1)
- K-12 (4)
- Primary 7-10 (1)
- Secondary 11-16 (1)
- Tertiary
Groups of students
- _No mention (1)
- At-risk (1)
School or home
- _No mention (1)
- School (3)
Moderating variables
- Assessments (1)
- Design-type/ testing instruments (1)
- Feedback (1)
- Gender (1)
- Grade/education level (1)
- Length of time (3)
- Novelty Effect (1)
- Peer involvement/group learning (3)
- School-level factors (1)
- Subject (1)
- Teacher involvement
- Teacher professional development (1)
- Type of knowledge or task (exposing, procedural, active, etc (3)
Tech Software
Tech mechanism
Learning Approach
- _No mention (1)
- Blended learning (1)
- Classroom learning (2)
- Remote learning (1)
Teacher Pedagogy
- _No mention (1)
- Collaboration (1)
- Game-based learning (1)
- Group learning (1)
Research methods
Effect size/ heterogeneity
HIC/LMIC
- HIC (high income) (1)
- Mixture or unknown (3)
Quality of research
- High: 6+ (3)
- Medium: 4 or above (1)
Geography if specific
- _no mention (1)
- Turkey (1)