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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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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...
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It is assumed that serious games influences learning in 2 ways, by changing cognitive processes and by affecting motivation. However, until now research has shown little evidence for these assumptions. We used meta-analytic techniques to investigate whether serious games are more effective in terms of learning and more motivating than conventional instruction methods (learning: k ϭ 77, N ϭ 5,547; motivation: k ϭ 31, N ϭ 2,216). Consistent with our hypotheses, serious games were found to be...
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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 (2)
- Learning (4)
- Motivation (2)
Education Level and Type
- High school 16-18 (1)
- K-12 (2)
- Secondary 11-16 (2)
- Tertiary
Groups of students
- _No mention (1)
Moderating variables
Tech Hardware
- Computer (1)
- Mobile/Smartphone (1)
- Multimedia (1 or more) (3)
Tech Software
- Audio books (1)
- Clicker-integrated instruction (1)
- Computer-Assisted Instruction (CAI) (1)
- Game learning (2)
- Serious games (2)
- Simulations (1)
- Virtual Reality (2)
Tech mechanism
Learning Approach
- Blended learning (1)
- Classroom learning (2)
- Remote learning (2)
Teacher Pedagogy
- Feedback (1)
- Game-based learning (2)
- Group learning (2)
- Peer learning (1)
- Scaffolding (1)
- Self-paced (no teacher) (1)
Research methods
Effect size/ heterogeneity
HIC/LMIC
Quality of research
Geography if specific
- _no mention (1)