Your search
Results 11 resources
-
This study seeks scientometric, content and co-occurrence analysis of systematic review and Meta-analysis articles in the feld of gamifcation in education. In terms of purpose, this is an applied study and regarding type, it is a scientometric and co�occurrence analysis. The researchers conducted a search in WoS, Scopus and Pub�Med databases. The abstract and full text of 25 out of 71 articles were selected to be included in the study. Then, the citation and altmetrics indicators were...
-
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...
-
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...
-
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...
-
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...
-
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 (2)
- Engagement (1)
- Learning
- Motivation (1)
- Socio-emotional learning (1)
Instructional domain (subject)
- Literacy (2)
- Mathematics (2)
- Multiple (8)
- Science (1)
- STEM (2)
Education Level and Type
- ECE 0-7 (1)
- Informal education (2)
- K-12 (9)
- Secondary 11-16 (1)
- Tertiary
Groups of students
- _No mention (3)
- SEND (1)
School or home
- _No mention (2)
- Mixture (1)
- School (5)
Moderating variables
- Assessments (3)
- Country / culture (1)
- Design-type/ testing instruments (5)
- Feedback (2)
- Grade/education level (3)
- IQ (1)
- Length of time
- Multiple exposures (2)
- Novelty Effect (2)
- Peer involvement/group learning (4)
- School-level factors (1)
- Student characteristics (1)
- Subject (3)
- Teacher involvement (3)
- Teacher pedagogy/implementation (1)
- Teacher professional development (1)
- Tech structure (2)
- Type of instruction methods (student/teacher centered) (2)
- Type of knowledge or task (exposing, procedural, active, etc (3)
Tech Hardware
- CD ROM/ DVD (1)
- Computer (8)
- Internet (2)
- Multimedia (1 or more) (3)
Tech Software
- Audio books (1)
- Clicker-integrated instruction (1)
- Computer Algebra Systems (1)
- Computer-Assisted Instruction (CAI) (6)
- Computer-Based Teaching (CBT) (2)
- Game learning (5)
- General apps (1)
- Robotics (1)
- Simulations (1)
- Virtual Reality (3)
Tech mechanism
Learning Approach
- _No mention (1)
- Blended learning (3)
- Classroom learning (6)
- Remote learning (3)
Teacher Pedagogy
- _No mention (3)
- Collaboration (2)
- Feedback (1)
- Game-based learning (1)
- Group learning (1)
- Peer learning (1)
- Scaffolding (2)
- Self-paced (no teacher) (1)
Research methods
Effect size/ heterogeneity
HIC/LMIC
- HIC (high income) (2)
- LMIC (middle/low) (1)
- Mixture or unknown (8)
Quality of research
- High: 6+ (7)
- Medium: 4 or above (4)
Geography if specific
- _no mention (1)
- Taiwan (1)
- Turkey (1)