Your search
Results 7 resources
-
This study seeks scientometric, content and co-occurrence analysis of systematic review and Meta-analysis articles in the feld of gamifcation in education. In terms of purpose, this is an applied study and regarding type, it is a scientometric and co�occurrence analysis. The researchers conducted a search in WoS, Scopus and Pub�Med databases. The abstract and full text of 25 out of 71 articles were selected to be included in the study. Then, the citation and altmetrics indicators were...
-
This meta-analysis maps the evidence on the effectiveness of instructional approaches and conditions for learning computer programming under three study conditions: (a) Studies focusing on the effectiveness of programming interventions per se, (b) studies focusing on the effectiveness of visualization and physicality, and (c) studies focusing on the effectiveness of dominant instructional approaches. Utilizing the data from 139 interventions and 375 effect sizes, we found (a) a strong effect...
-
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...
-
Identifying effective literacy instruction programs has been a focal point for governments, educators and parents over the last few decades (Ontario Ministry of Education, 2004, 2006; Council of Ontario Directors of Education, 2011). Given the increasing use of computer technologies in the classroom and in the home, a variety of information communication technology (ICT) interventions for learning have been introduced. Meta-analyses comparing the impact of these programs on learning,...
-
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)...
-
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...
-
The purpose of this review is to learn from rigorous evaluations of alternative technology applications how features of using technology programs and characteristics of their evaluations affect reading outcomes for students in grades K-12. The review applies consistent inclusion standards to focus on studies that met high methodological standards. A total of 84 qualifying studies based on over 60,000 K-12 participants were included in the final analysis. Consistent with previous reviews of...
Explore
Outcome measure
- Engagement (1)
- Learning (7)
- Motivation (2)
Instructional domain (subject)
- Computing (1)
- Literacy (3)
- Mathematics (2)
- Multiple (3)
- STEM (1)
Education Level and Type
- High school 16-18 (2)
- K-12
- Primary 7-10 (1)
- Secondary 11-16 (2)
- Tertiary (4)
Groups of students
- _No mention (2)
- EAL (2)
- Low-performing (2)
- Low socio-economic status (1)
- SEND (1)
- typically-developing students (1)
School or home
- _No mention (1)
- Home (1)
- School (2)
Moderating variables
- Assessments (1)
- Attainment level of students (1)
- Country / culture (1)
- Design-type/ testing instruments (4)
- Ethnicity (1)
- Gender (1)
- Grade/education level (2)
- Implementation fidelity (1)
- Length of time (4)
- Multiple exposures (2)
- Peer involvement/group learning (2)
- SEND (1)
- Student characteristics (1)
- Subject (1)
- Teacher involvement (2)
- Teacher professional development (1)
- Tech structure (3)
- Type of instruction methods (student/teacher centered) (2)
- Type of knowledge or task (exposing, procedural, active, etc (1)
Tech Hardware
- Computer (5)
- Handheld device (1)
- Internet (1)
- Multimedia (1 or more)
- Tablet (1)
- Touch-screen (1)
Tech Software
- Computer-Assisted Instruction (CAI) (2)
- Digital Media (audiovisuals) (1)
- Game learning (2)
- General apps (2)
- Graphic organisers/Visualisations (1)
- Intelligent Tutoring (1)
- LMS (1)
- Serious games (1)
- Simulations (1)
Tech mechanism
Learning Approach
- _No mention (1)
- Blended learning (1)
- Classroom learning (3)
- Remote learning (1)
Teacher Pedagogy
- Collaboration (1)
- Game-based learning (2)
- Group learning (1)
- Scaffolding (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 (4)