Your search
Results 13 resources
-
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...
-
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...
-
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...
-
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...
-
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
Outcome measure
- Behaviour (2)
- Learning (13)
- Motivation (1)
Instructional domain (subject)
- Languages (1)
- Literacy (1)
- Mathematics (1)
- Multiple
- Science (1)
- Social Studies (1)
Education Level and Type
- ECE 0-7 (1)
- High school 16-18 (2)
- Informal education (1)
- K-12
- Primary 7-10 (1)
- Secondary 11-16 (2)
- Tertiary (8)
Groups of students
- _No mention (2)
- At-risk (3)
- EAL (1)
- Learning difficulties (1)
- Low-performing (1)
- Low socio-economic status (1)
- SEND (1)
School or home
- _No mention (2)
- Mixture (2)
- School (9)
Moderating variables
- __ no obvious moderating variables (1)
- Assessments (2)
- Country / culture (1)
- Design-type/ testing instruments (4)
- Feedback (1)
- Gender (1)
- Grade/education level (6)
- Length of time (10)
- Multiple exposures (2)
- Novelty Effect (2)
- Peer involvement/group learning (5)
- School-level factors (1)
- Student characteristics (1)
- Subject (5)
- Teacher involvement (5)
- Teacher pedagogy/implementation (2)
- Teacher professional development (1)
- Tech structure (1)
- Type of instruction methods (student/teacher centered) (5)
- Type of knowledge or task (exposing, procedural, active, etc (5)
Tech Hardware
- Computer (10)
- Interactive whiteboards (1)
- Internet (2)
- Laptops (1)
- Mobile/Smartphone (1)
- Multimedia (1 or more) (2)
- Tablet (1)
Tech Software
- Audio books (1)
- Augmented Reality (1)
- Computer-Assisted Instruction (CAI) (6)
- Computer-Based Teaching (CBT) (5)
- Digital Media (audiovisuals) (1)
- E-book software (1)
- Game learning (4)
- General apps (1)
- Graphic organisers/Visualisations (2)
- LMS (1)
- Serious games (1)
- Simulations (2)
- Virtual manipulatives (1)
- Virtual Reality (2)
Tech mechanism
- _No mention (1)
- Cooperative learning (e.g. discussion areas) (3)
- Direct instruction (1)
- Drill and practice (2)
- Feedback (7)
- Gamification (4)
- Instructional supports/Demos: worked out examples (5)
- Multimedia effects (1)
- Personalization effect (1)
- Research/Homework/Assignments (1)
- Scaffolding/Varying difficulty levels (3)
- Virtual pen and notetaking (1)
Learning Approach
- _No mention (2)
- Blended learning (3)
- Classroom learning (9)
- Remote learning (2)
Teacher Pedagogy
- _No mention (2)
- Collaboration (4)
- Feedback (1)
- Game-based learning (3)
- Group learning (5)
- Individualised (1)
- PC mixed with real objects (1)
- Peer learning (1)
- Project-based learning (1)
- Scaffolding (2)
- Self-paced (no teacher) (1)
Research methods
Effect size/ heterogeneity
HIC/LMIC
- HIC (high income) (3)
- LMIC (middle/low) (1)
- Mixture or unknown (8)
Quality of research
- High: 6+ (8)
- Low: 3 or below (1)
- Medium: 4 or above (5)