Your search
Results 6 resources
-
There is no questioning that the way people live, interact, communicate, and conduct business is undergoing a profound, rapid change. This change is often referred to as the “digital revolution,” which is the advancement of technology from analog, electronic and mechanical tools to the digital tools available today. Moreover, technology has begun to change education, affecting how students acquire the skill sets needed to prepare for college and a career and how educators integrate digital...
-
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...
-
In this study, we meta-analyzed empirical research of the effectiveness of intelligent tutoring systems (ITS) on K–12 students’ mathematical learning. A total of 26 reports containing 34 independent samples met study inclusion criteria. The reports appeared between 1997 and 2010. The majority of included studies compared the effectiveness of ITS with that of regular classroom instruction. A few studies compared ITS with human tutoring or homework practices. Among the major findings are (a)...
-
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...
Explore
Outcome measure
- Behaviour (2)
- Learning (6)
- Socio-emotional learning (1)
Instructional domain (subject)
- Literacy (1)
- Mathematics (1)
- Multiple (4)
Education Level and Type
- ECE 0-7 (1)
- Informal education (1)
- K-12
- Tertiary (3)
Groups of students
- At-risk (1)
- EAL (1)
- Low-performing (1)
- SEND (1)
School or home
- _No mention (1)
- Home (1)
- Mixture (2)
- School (2)
Moderating variables
- Attainment level of students (1)
- Country / culture (1)
- Design-type/ testing instruments (3)
- Grade/education level (2)
- IQ (1)
- Length of time (5)
- Novelty Effect (1)
- Peer involvement/group learning (1)
- School-level factors (1)
- Subject (1)
- Teacher involvement (2)
- Teacher pedagogy/implementation (1)
- Teacher professional development (1)
- Type of instruction methods (student/teacher centered) (1)
- Type of knowledge or task (exposing, procedural, active, etc (3)
Tech Hardware
- CD ROM/ DVD (2)
- Computer (4)
- Handheld device (1)
- Infrastructure (1)
- Interactive whiteboards (2)
- Internet (2)
- Mobile/Smartphone (1)
- Multimedia (1 or more) (1)
- Tablet (2)
Tech Software
- Audio books (1)
- Augmented Reality (1)
- Computer-Assisted Instruction (CAI) (5)
- Computer-Based Teaching (CBT) (2)
- Digital Media (audiovisuals) (2)
- E-book software (1)
- Game learning (2)
- General apps (2)
- Graphic organisers/Visualisations (2)
- Intelligent Tutoring (1)
- LMS (1)
- Robotics (1)
- Virtual manipulatives (1)
- Virtual Reality (2)
Tech mechanism
Learning Approach
Teacher Pedagogy
- Collaboration (2)
- Feedback (1)
- Flipped classroom (1)
- Group learning (1)
- PC mixed with real objects (1)
- Peer learning (1)
- Scaffolding (1)
- Self-paced (no teacher) (1)
Research methods
Effect size/ heterogeneity
HIC/LMIC
- HIC (high income) (3)
- Mixture or unknown (4)
Quality of research
- High: 6+ (4)
- Medium: 4 or above (3)