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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...
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Background: The array of availability of diverse digital reading applications, the mixed results emerging from small-scale experimental studies, as well as the long-standing tradition and range of known positive developmental outcomes gained from adultchild storybook reading warrant an investigation into electronic storybooks (e-books) by performing a meta-analysis, which includes recent studies.
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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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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...
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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...
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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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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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Since its advent word processing has become a common writing tool, providing potential advantages over writing by hand. Word processors permit easy revision, produce legible characters quickly, and may provide additional supports (e.g., spellcheckers, speech recognition). Such advantages should remedy common difficulties among weaker writers/readers in grades 1–12. Based on 27 studies with weaker writers, 20 of which were not considered in prior reviews, findings from this meta-analysis...
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Outcome measure
- Attitudes (1)
- Learning (9)
- Motivation (1)
Instructional domain (subject)
- Literacy (4)
- Mathematics (3)
- Multiple (2)
- Science (1)
- STEM (2)
Education Level and Type
- ECE 0-7 (3)
- High school 16-18 (1)
- K-12 (4)
- Middle school (1)
- Primary 7-10 (4)
- Secondary 11-16 (3)
- Tertiary (2)
Groups of students
- _No mention (1)
- At-risk (1)
- EAL (2)
- Learning difficulties (1)
- Low-performing (3)
- Low socio-economic status (3)
- SEND (2)
- typically-developing students (1)
Moderating variables
- Assessments (1)
- Design-type/ testing instruments (3)
- Feedback (2)
- Grade/education level (1)
- Implementation fidelity (1)
- Length of time (3)
- Multiple exposures (1)
- Novelty Effect (1)
- Parent/carer involvement (2)
- Peer involvement/group learning (2)
- School-level factors (1)
- Teacher involvement
- Teacher professional development (2)
- Tech structure (5)
- Type of instruction methods (student/teacher centered) (1)
- Type of knowledge or task (exposing, procedural, active, etc (1)
Tech Hardware
- Computer (4)
- E-book hardware - e.g. kindle (2)
- Handheld device (2)
- Mobile/Smartphone (1)
- Multimedia (1 or more) (4)
- Tablet (1)
- Touch-screen (1)
Tech Software
- Augmented Reality (1)
- Computer Algebra Systems (1)
- Computer-Assisted Instruction (CAI) (1)
- E-book software (2)
- Game learning (2)
- General apps (2)
- Intelligent Tutoring (1)
- Simulations (3)
- Tutorials (2)
- Virtual Reality (2)
- Word processor (1)
Tech mechanism
Learning Approach
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- Classroom learning (5)
Teacher Pedagogy
- _No mention (2)
- Collaboration (2)
- Feedback (1)
- Game-based learning (1)
- Peer learning (1)
- Scaffolding (2)
Research methods
Effect size/ heterogeneity
HIC/LMIC
- HIC (high income) (1)
- Mixture or unknown (5)
Quality of research
- High: 6+ (7)
- Medium: 4 or above (2)