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This meta-analysis examines the inconsistent findings across experimental studies that compared children’s learning outcomes with digital and paper books. We quantitatively reviewed 39 studies reported in 30 articles (n = 1,812 children) and compared children’s story comprehension and vocabulary learning in relation to medium (reading on paper versus on-screen), design enhancements in digital books, the presence of a dictionary, and adult support for children aged between 1 and 8 years. The...
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The purpose of this work was to meta-analyze empirical evidence about the effectiveness of digital-based interventions for students with mathematical learning difficulties. Furthermore, we investigated whether the school level of the participants and the software instructional approach were decisive modulated factors. A systematic search of randomized controlled studies published between 2003 and 2019 was conducted. A total of 15 studies with 1073 participants met the study selection...
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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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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...
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The purpose of this study was to conduct a meta-study of computer-assisted instruction (CAI) studies in mathematics for students with learning disabilities (LD) focusing on examining the effects of CAI on the mathematics performance of students with LD. This study examined a total of 11 mathematics CAI studies, which met the study selection criterion, for students with LD at the elementary and secondary levels and analyzed them in terms of their comparability and effect sizes. Overall, this...
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Outcome measure
Instructional domain (subject)
- Literacy (3)
- Mathematics (2)
Education Level and Type
- ECE 0-7 (3)
- High school 16-18 (2)
- Informal education (1)
- K-12 (3)
- Primary 7-10 (3)
- Secondary 11-16 (1)
- Tertiary (1)
Groups of students
- EAL (1)
- Learning difficulties (1)
- Low-performing (1)
- Low socio-economic status (1)
- SEND
School or home
- School (1)
Moderating variables
- Design-type/ testing instruments (1)
- Implementation fidelity (1)
- IQ (1)
- Length of time (1)
- Parent/carer involvement (1)
- SEND (1)
- Student characteristics (1)
- Teacher involvement (2)
- Teacher professional development (1)
- Tech structure (1)
Tech Hardware
- CD ROM/ DVD (1)
- Computer (3)
- E-book hardware - e.g. kindle (1)
- Multimedia (1 or more) (3)
Tech Software
- Computer-Assisted Instruction (CAI) (3)
- E-book software (1)
- Game learning (2)
- General apps (1)
- Robotics (1)
- Virtual Reality (1)
Tech mechanism
- _No mention (1)
Learning Approach
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- Blended learning (1)
- Classroom learning (3)
- Remote learning (1)
Teacher Pedagogy
- _No mention (1)
- Game-based learning (1)
Research methods
Effect size/ heterogeneity
HIC/LMIC
- HIC (high income) (1)
- Mixture or unknown (4)
Quality of research
- High: 6+ (3)
- Medium: 4 or above (2)