Your search
Results 8 resources
-
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...
-
In this meta-analysis, we investigated the effects of methods for providing item-based feedback in a computer-based environment on students’ learning outcomes. From 40 studies, 70 effect sizes were computed, which ranged from −0.78 to 2.29. A mixed model was used for the data analysis. The results show that elaborated feedback (EF; e.g., providing an explanation) produced larger effect sizes (0.49) than feedback regarding the correctness of the answer (KR; 0.05) or providing the correct...
-
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...
-
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...
-
Purpose of the Study.........................................................................................................6 Method ..............................................................................................................................7 Search and Selection Criteria ..................................................................................7 Procedure...
Explore
Instructional domain (subject)
- Literacy (1)
- Multiple
- Social Studies (1)
Education Level and Type
- ECE 0-7 (1)
- High school 16-18 (1)
- Informal education (1)
- K-12
- Primary 7-10 (1)
- Secondary 11-16 (1)
- Tertiary (5)
Groups of students
- _No mention (1)
- At-risk (2)
- Learning difficulties (1)
- Low-performing (1)
- SEND (1)
School or home
- _No mention (2)
- Mixture (1)
- School (5)
Moderating variables
- __ no obvious moderating variables (1)
- Assessments (2)
- Design-type/ testing instruments (2)
- Feedback (1)
- Gender (1)
- Grade/education level (3)
- Length of time (6)
- Multiple exposures (1)
- Novelty Effect (1)
- Peer involvement/group learning (4)
- School-level factors (1)
- Student characteristics (1)
- Subject (1)
- Teacher involvement (4)
- Tech structure (1)
- Type of instruction methods (student/teacher centered) (2)
- Type of knowledge or task (exposing, procedural, active, etc (3)
Tech Hardware
- Computer (7)
- Internet (1)
- Multimedia (1 or more) (1)
Tech Software
Tech mechanism
Learning Approach
- _No mention (2)
- Blended learning (2)
- Classroom learning (5)
- Remote learning (2)
Teacher Pedagogy
- Collaboration (2)
- Feedback (1)
- Game-based learning (2)
- Group learning (2)
- Scaffolding (2)
- Self-paced (no teacher) (1)
Research methods
Effect size/ heterogeneity
HIC/LMIC
Quality of research
- High: 6+ (5)
- Low: 3 or below (1)
- Medium: 4 or above (2)
Geography if specific
- _no mention (2)