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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...
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In this paper a quantitative meta-analysis by systematically review is designed and the impacts of digital games in education is analyzed. A major purpose of this literature review and meta-analysis are to define/identify policy and practice based on existing studies and also their impact compare to traditional lecture. This meta-analysis is performed to understand how games based learning can affect students’ knowledge and skills. Several provoking conclusions in the terms of “Game-based...
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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...
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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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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...
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The purpose of this study was to investigate the effectiveness of computerassisted instruction (CAI) to improve the reading outcomes of students in preschool through high school. A total of 61 studies met criteria for this review, and 101 independent effect sizes were extracted. Results indicated that the mean effects for students receiving reading CAI were small, positive, and statistically significant when compared to control groups receiving no treatment or non-reading CAI. Categorical...
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Outcome measure
- Learning (8)
Groups of students
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- At-risk (1)
- EAL (1)
School or home
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- School (4)
Moderating variables
- Assessments (1)
- Country / culture (1)
- Design-type/ testing instruments (2)
- Grade/education level (4)
- Length of time (5)
- Novelty Effect (1)
- Peer involvement/group learning (1)
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- Teacher pedagogy/implementation (1)
- Teacher professional development (2)
- Tech structure (1)
- Type of instruction methods (student/teacher centered) (3)
- Type of knowledge or task (exposing, procedural, active, etc (4)
Tech Hardware
- CD ROM/ DVD (1)
- Computer (5)
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Tech Software
Tech mechanism
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- Multimedia effects (1)
- Personalization effect (2)
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- Virtual pen and notetaking (1)
Learning Approach
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- Classroom learning (5)
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Teacher Pedagogy
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- Collaboration (3)
- Feedback (2)
- Flipped classroom (1)
- Game-based learning (1)
- Group learning (1)
- PC mixed with real objects (1)
- Peer learning (2)
- Scaffolding (2)
Research methods
Effect size/ heterogeneity
HIC/LMIC
- HIC (high income) (3)
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Quality of research
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