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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...
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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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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 report presents an overview of the process and initial findings of a systematic review and meta-analysis of the literature on computer simulations for K–12 science, technology, engineering, and mathematics (STEM) learning topics. Both quantitative and qualitative research studies on the effects of simulation in STEM were reviewed. Studies that reported effect size measures or the data to calculate effect sizes were included in the meta-analysis. Important moderating factors related to...
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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 meta-analysis is to examine overall effect as well as the impact of selected instructional design principles in the context of virtual reality technology-based instruction (i.e. games, simulation, virtual worlds) in K-12 or higher education settings. A total of 13 studies (N ¼ 3081) in the category of games, 29 studies (N ¼ 2553) in the category of games, and 27 studies (N ¼ 2798) in the category of virtual worlds were meta-analyzed. The key inclusion criteria were that...
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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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The results of a meta-analysis of 20 research articles containing 89 effect sizes related to the use of digital tools and learning environments to enhance literacy acquisition for middle school students demonstrate that technology can have a positive effect on reading comprehension (weighted effect size of 0.489). Very little research has focused on the effect of technology on other important aspects of reading, such as metacognitive, affective, and dispositional outcomes. The evidence...
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Outcome measure
- Attitudes (1)
- Behaviour (1)
- Learning (8)
- Socio-emotional learning (1)
Instructional domain (subject)
- Computing (1)
- Languages (1)
- Literacy (3)
- Mathematics (2)
- Multiple (3)
- Science (1)
- Social Studies (1)
- STEM (2)
Education Level and Type
- ECE 0-7 (1)
- High school 16-18 (1)
- Informal education (1)
- K-12 (6)
- Middle school (1)
- Primary 7-10 (1)
- Secondary 11-16 (2)
- Tertiary (2)
Groups of students
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- EAL (1)
- Examination years (1)
- Gifted students (1)
- Learning difficulties (1)
- Low-performing (1)
- SEND (3)
Moderating variables
- __ no obvious moderating variables (1)
- Assessments (1)
- Class size (1)
- Design-type/ testing instruments (2)
- Feedback (2)
- Grade/education level (1)
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- IQ (1)
- Length of time (5)
- Novelty Effect (1)
- Peer involvement/group learning (2)
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- Type of instruction methods (student/teacher centered) (1)
- Type of knowledge or task (exposing, procedural, active, etc (2)
Tech Hardware
- CD ROM/ DVD (1)
- Computer (7)
- Multimedia (1 or more) (2)
Tech Software
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- Computer-Based Teaching (CBT) (2)
- Digital Media (audiovisuals) (1)
- E-book software (1)
- Game learning (3)
- General apps (2)
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Tech mechanism
Learning Approach
Teacher Pedagogy
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Research methods
Effect size/ heterogeneity
HIC/LMIC
Quality of research
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