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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...
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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...
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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,...
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Dynamic geometry software (DGS) aims to enhance mathematics education. This systematic review and meta-analysis evaluated the quasi-experimental studies on the effectiveness of DGS-based instruction in improving students’ mathematical achievement. Research articles published between 1990 and 2013 were identified from major databases according to a prespecified search strategy and selection criteria. A meta-analysis was conducted based on the random-effects model to evaluate the effectiveness...
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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...
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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)...
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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...
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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...
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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...
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Outcome measure
- Behaviour (1)
- Engagement (1)
- Learning (10)
- Motivation (2)
Instructional domain (subject)
Education Level and Type
- ECE 0-7 (1)
- High school 16-18 (2)
- Informal education (1)
- K-12
- Primary 7-10 (2)
- Secondary 11-16 (2)
- Tertiary (5)
Groups of students
- _No mention (1)
- At-risk (3)
- EAL (1)
- Low-performing (2)
- Low socio-economic status (1)
- SEND (1)
Moderating variables
- Attainment level of students (1)
- Country / culture (1)
- Design-type/ testing instruments (3)
- Gender (1)
- Grade/education level (2)
- Implementation fidelity (1)
- Length of time (6)
- Multiple exposures (2)
- Novelty Effect (1)
- Peer involvement/group learning (3)
- Subject (3)
- Teacher involvement (4)
- Teacher pedagogy/implementation (2)
- Teacher professional development (2)
- Tech structure (1)
- Type of instruction methods (student/teacher centered) (2)
- Type of knowledge or task (exposing, procedural, active, etc (1)
Tech Hardware
- CD ROM/ DVD (1)
- Computer (6)
- Handheld device (1)
- Infrastructure (1)
- Interactive whiteboards (1)
- Internet (1)
- Laptops (1)
- Multimedia (1 or more) (4)
- Tablet (1)
Tech Software
- Audio books (1)
- Computer-Assisted Instruction (CAI) (5)
- Computer-Based Teaching (CBT) (1)
- Digital Media (audiovisuals) (1)
- Dynamic Geometry Software (1)
- Game learning (3)
- General apps (1)
- Graphic organisers/Visualisations (1)
- Intelligent Tutoring (1)
- Serious games (1)
- Simulations (1)
- Virtual Reality (1)
Tech mechanism
Learning Approach
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- Blended learning (3)
- Classroom learning (7)
- Remote learning (3)
Teacher Pedagogy
- _No mention (1)
- Collaboration (3)
- Feedback (1)
- Flipped classroom (1)
- Game-based learning (2)
- Group learning (3)
- Individualised (1)
- Project-based learning (1)
- Scaffolding (1)
- Self-paced (no teacher) (1)
Research methods
Effect size/ heterogeneity
HIC/LMIC
- HIC (high income) (4)
- LMIC (middle/low) (1)
- Mixture or unknown (5)
Quality of research
Geography if specific
- _no mention (1)
- Taiwan (1)
- USA (1)