Your search
Results 9 resources
-
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...
-
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...
-
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...
-
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...
-
The purpose of this research study was to determine the overall effectiveness of computer-based laboratory compared with the traditional hands-on laboratory for improving students’ science academic achievement and attitudes towards science subjects at the college and pre-college levels of education in the United States. Meta-analysis was used to synthesis the findings from 38 primary research studies conducted and/or reported in the United States between 1996 and 2006 that compared the...
-
This study quantitatively synthesized the empirical research on the effects of social context (i.e., small group versus individual learning) when students learn using computer technology. In total, 486 independent findings were extracted from 122 studies involving 11,317 learners. The results indicate that, on average, small group learning had significantly more positive effects than individual learning on student individual achievement (mean ES = + 0.15), group task performance (mean ES = +...
Explore
Outcome measure
- Attitudes (1)
- Behaviour (2)
- Learning (9)
- Socio-emotional learning (1)
Instructional domain (subject)
- Computing (1)
- Languages (1)
- Literacy (1)
- Mathematics (2)
- Multiple (4)
- Science (4)
- Social Studies (1)
Education Level and Type
- ECE 0-7 (2)
- Informal education (2)
- K-12 (6)
- Primary 7-10 (1)
- Secondary 11-16 (1)
- Tertiary
Groups of students
- Low-performing (1)
- SEND (1)
School or home
- _No mention (3)
- Mixture (1)
- School (3)
Moderating variables
- __ no obvious moderating variables (2)
- Design-type/ testing instruments (4)
- Grade/education level (2)
- IQ (1)
- Length of time (6)
- Peer involvement/group learning (1)
- School-level factors (1)
- Subject (1)
- Teacher involvement (1)
- Teacher pedagogy/implementation (1)
- Type of instruction methods (student/teacher centered) (1)
- Type of knowledge or task (exposing, procedural, active, etc (1)
Tech Hardware
- CD ROM/ DVD (1)
- Computer (8)
- Internet (1)
Tech Software
- Audio books (1)
- Computer Algebra Systems (1)
- Computer-Assisted Instruction (CAI)
- Computer-Based Teaching (CBT) (2)
- Game learning (2)
- General apps (1)
- Robotics (1)
- Simulations (1)
- Virtual Reality (2)
- Word processor (1)
Tech mechanism
Learning Approach
- _No mention (2)
- Blended learning (3)
- Classroom learning (3)
- Remote learning (3)
Teacher Pedagogy
- _No mention (3)
- Group learning (1)
- Peer learning (1)
- Scaffolding (1)
- Self-paced (no teacher) (1)
Research methods
Effect size/ heterogeneity
HIC/LMIC
- LMIC (middle/low) (2)
- Mixture or unknown (7)
Quality of research
- High: 6+ (6)
- Low: 3 or below (1)
- Medium: 4 or above (3)
Geography if specific
- _no mention (1)
- Taiwan (1)
- Turkey (1)
- USA (1)