Your search
Results 7 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 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...
-
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,...
-
Based on systematic research of studies published since the year 2000, this comprehensive metaanalysis investigated how the use of technology can enhance learning in secondary school mathematics and science (grade levels 5–13). All studies (k ¼ 92) compared learning outcomes of students using digital tools to those of a control group taught without the use of digital tools. Overall, digital tool use had a positive effect on student learning outcomes (g ¼ 0.65, p < .001). The provision of...
-
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...
-
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...
-
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...
Explore
Outcome measure
Instructional domain (subject)
- Computing (1)
- Languages (1)
- Literacy (1)
- Mathematics (4)
- Multiple
- Science (4)
- Social Studies (2)
- STEM (2)
Education Level and Type
- High school 16-18 (2)
- K-12 (3)
- Middle school (1)
- Primary 7-10 (2)
- Secondary 11-16 (3)
- Tertiary (2)
Groups of students
- _No mention (4)
- Gifted students (1)
- typically-developing students (1)
School or home
- _No mention (1)
- Home (1)
- School (3)
Moderating variables
- Assessments (1)
- Class size (1)
- Country / culture (1)
- Design-type/ testing instruments (1)
- Feedback (1)
- Grade/education level (3)
- Length of time (5)
- Novelty Effect (1)
- Peer involvement/group learning (1)
- School-level factors (1)
- Student characteristics (3)
- Subject (3)
- Teacher involvement (2)
- Teacher pedagogy/implementation (2)
- Teacher professional development (1)
- Tech structure (4)
- Type of instruction methods (student/teacher centered) (1)
- Type of knowledge or task (exposing, procedural, active, etc (2)
Tech Hardware
- Computer (4)
- Multimedia (1 or more) (4)
Tech Software
- Computer-Assisted Instruction (CAI) (1)
- Computer-Based Teaching (CBT) (1)
- Game learning (5)
- General apps (3)
- Serious games (1)
- Simulations (2)
- Tutorials (1)
- Virtual Reality (3)
Tech mechanism
Learning Approach
- _No mention (1)
- Classroom learning (4)
Teacher Pedagogy
- _No mention (3)
- Collaboration (1)
- Feedback (1)
- Group learning (1)
Research methods
Effect size/ heterogeneity
HIC/LMIC
- HIC (high income) (2)
- LMIC (middle/low) (1)
- Mixture or unknown (5)
Quality of research
- High: 6+ (4)
- Medium: 4 or above (3)
Geography if specific
- _no mention (2)
- Mixture (2)
- Taiwan (2)
- Turkey (1)