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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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Outcome measure
- Attitudes (1)
- Behaviour (1)
- Learning
- Socio-emotional learning (1)
Instructional domain (subject)
- Literacy (2)
- Mathematics (1)
- Multiple (1)
- STEM (1)
Education Level and Type
- ECE 0-7 (1)
- Informal education (1)
- K-12 (4)
- Primary 7-10 (1)
- Tertiary (2)
Groups of students
- EAL (1)
- Learning difficulties (1)
- Low-performing (2)
- SEND (2)
School or home
- _No mention (1)
- School (2)
Moderating variables
- Assessments (1)
- Attainment level of students (1)
- Design-type/ testing instruments (2)
- Feedback (2)
- Implementation fidelity (1)
- IQ (1)
- Length of time (3)
- Novelty Effect (1)
- Peer involvement/group learning (2)
- Student characteristics (1)
- Teacher involvement (3)
- Teacher professional development (1)
- Tech structure (1)
- Type of instruction methods (student/teacher centered) (1)
- Type of knowledge or task (exposing, procedural, active, etc (1)
Tech Hardware
- CD ROM/ DVD (1)
- Computer (5)
- Multimedia (1 or more) (1)
Tech Software
- Building blocks (1)
- Computer-Assisted Instruction (CAI) (3)
- Digital Media (audiovisuals) (1)
- Game learning (3)
- General apps (1)
- Graphic organisers/Visualisations (1)
- Robotics (1)
- Simulations (3)
- Tutorials (1)
- Virtual manipulatives (1)
- Virtual Reality (2)
Tech mechanism
Learning Approach
- _No mention (1)
- Blended learning (1)
- Classroom learning (4)
- Remote learning (1)
Teacher Pedagogy
- Collaboration (2)
- Peer learning (1)
- Scaffolding (1)
Research methods
Effect size/ heterogeneity
HIC/LMIC
Quality of research
- High: 6+ (3)
- Medium: 4 or above (2)