Your search
Results 8 resources
-
Previous empirical studies on the effect of scaffolding in game-based learning environments have shown inconsistent findings. In this study, we conducted a meta-analysis to examine the effect of scaffolding in digital game-based learning (DGBL) and to explore a range of moderating factors that may have contributed to the inconsistencies of primary studies. We used the three-level meta-analysis method to analyze the data for handling data non-dependency issues of multiple effect sizes in one...
-
The technological developments of the twenty-first century have enabled the emergence of alternative teaching-learning models and instructional tools. One of the concepts brought about by such developments is mobile learning. The aim of this study was to test the effect of mobile learning on students’ mathematics achievement. A systematic database search that included the Academic Search Complete, Education Resources Information Center (ERIC), EBSCO, JSTOR, ScienceDirect, Taylor & Francis...
-
This meta-analysis extended the current literature regarding the effects of computer technology (CT) on mathematics achievement, with a particular focus on low-performing students. A total of 45 independent effect sizes extracted from 31 empirical studies based on a total of 2,044 low-performing students in K-12 classrooms were included in this meta-analysis. Consistent with previous reviews, this study suggested a statistically significant and positive effect of CT ([Formula: see...
-
The present article attempts to reinterpret the findings of most recent studies investigating effect of using games for teaching purposes. A methodological approach combining a meta-analysis of quantitative data with qualitative ones was adopted in order to present the broadest picture of the current research on educational use of games. To this end, we conducted a meta-analysis of 180 effect size comparisons out of 154 empirical studies on the effect of both digital and non-digital games on...
-
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...
-
Digital game-based learning (DGBL) is known to be widely used for improving learning in various fields. Among the elements of DGBL, competition has been very controversial. This meta-analysis, which included 25 articles written between 2008 and 2019, revealed that DGBL has produced improvements for learning outcomes with an overall effect size of .386. In addition, we explored multiple moderators to understand how competition in DGBL influenced student learning for different learners,...
-
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...
Explore
Outcome measure
- Learning (8)
Instructional domain (subject)
- Computing (1)
- Languages (1)
- Literacy (1)
- Mathematics
- Multiple (3)
- Science (3)
- Social Studies (2)
- STEM (1)
Education Level and Type
- ECE 0-7 (2)
- High school 16-18 (5)
- K-12 (2)
- Middle school (2)
- Primary 7-10 (6)
- Secondary 11-16 (4)
- Tertiary (1)
Groups of students
- _No mention (2)
- Gifted students (1)
- Learning difficulties (2)
- Low-performing (2)
- SEND (2)
School or home
- _No mention (2)
- Home (1)
- Mixture (2)
- School (1)
Moderating variables
- Attainment level of students (1)
- Class size (1)
- Country / culture (1)
- Design-type/ testing instruments (1)
- Grade/education level (2)
- Length of time (3)
- Multiple exposures (1)
- School-level factors (2)
- SEND (1)
- Student characteristics (5)
- Subject (1)
- Teacher involvement (2)
- Teacher pedagogy/implementation (1)
- Tech structure (5)
Tech Hardware
- Computer (4)
- Mobile/Smartphone (1)
- Multimedia (1 or more) (4)
Tech Software
- Augmented Reality (1)
- Building blocks (1)
- Computer Algebra Systems (1)
- Computer-Assisted Instruction (CAI) (2)
- Digital Media (audiovisuals) (1)
- Game learning (5)
- General apps (3)
- Graphic organisers/Visualisations (1)
- Intelligent Tutoring (1)
- Serious games (1)
- Simulations (1)
- Tutorials (2)
- Virtual manipulatives (1)
- Virtual Reality (1)
Tech mechanism
- _No mention (1)
- Direct instruction (1)
- Drill and practice (1)
- Feedback (3)
- Gamification (3)
- Instructional supports/Demos: worked out examples (1)
Learning Approach
- _No mention (2)
- Classroom learning (2)
Teacher Pedagogy
- _No mention (3)
- Feedback (1)
- Game-based learning (2)
- Group learning (1)
Research methods
Effect size/ heterogeneity
HIC/LMIC
Quality of research
- High: 6+ (5)
- Medium: 4 or above (3)
Geography if specific
- _no mention (3)
- Mixture (3)