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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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Studies focusing on the effectiveness of computer-assisted instruction have been growing recently in Turkey. In this research, quantitative studies comparing the effectiveness of computer- assisted instruction to traditional teaching method and conducted between 1998 and 2007 are studied by meta analysis. Seventy eight studies that have eligible data were combined with meta analytical methods by coding protocol from the 422 master’s and doctoral degree and 124 articles. As a result for the...
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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...
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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
- Behaviour (1)
- Learning (4)
- Motivation (1)
Education Level and Type
- ECE 0-7 (1)
- High school 16-18 (1)
- Informal education (1)
- K-12 (2)
- Primary 7-10 (2)
- Secondary 11-16 (2)
- Tertiary
Groups of students
- At-risk (1)
School or home
- _No mention (1)
- Home (1)
- School (2)
Moderating variables
Tech Hardware
Tech Software
- Computer-Assisted Instruction (CAI) (2)
- Game learning (2)
- Serious games (1)
- Simulations (2)
- Virtual Reality (1)
Tech mechanism
- _No mention (1)
- Feedback (1)
- Gamification (2)
- Scaffolding/Varying difficulty levels (1)
Learning Approach
- _No mention (2)
- Classroom learning (1)
- Remote learning (1)
Teacher Pedagogy
- _No mention (1)
- Game-based learning (2)
- Group learning (1)
Research methods
Effect size/ heterogeneity
HIC/LMIC
- LMIC (middle/low) (2)
- Mixture or unknown (2)
Quality of research
Geography if specific
- _no mention (1)
- Taiwan (1)
- Turkey (1)