Your search
Results 6 resources
-
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...
-
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...
-
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...
-
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...
-
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...
-
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
Instructional domain (subject)
- Literacy (1)
- Mathematics (1)
- Multiple (3)
- STEM (1)
Education Level and Type
- High school 16-18 (1)
- K-12 (5)
- Middle school (1)
- Primary 7-10 (1)
- Secondary 11-16 (2)
- Tertiary (2)
Groups of students
- _No mention (1)
- Examination years (1)
- Learning difficulties (1)
- SEND (1)
School or home
Moderating variables
- __ no obvious moderating variables (1)
- Assessments (1)
- Design-type/ testing instruments (2)
- Feedback (2)
- Grade/education level (2)
- Length of time (4)
- Novelty Effect (1)
- Peer involvement/group learning (2)
- Subject (2)
- Teacher involvement (2)
- Teacher pedagogy/implementation (1)
- Tech structure (1)
- Type of instruction methods (student/teacher centered) (2)
- Type of knowledge or task (exposing, procedural, active, etc (2)
Tech Hardware
Tech Software
Tech mechanism
Learning Approach
Teacher Pedagogy
- _No mention (1)
- Collaboration (2)
- Feedback (1)
- Game-based learning (1)
- Peer learning (1)
- Scaffolding (1)
Research methods
Effect size/ heterogeneity
HIC/LMIC
- HIC (high income) (1)
- LMIC (middle/low) (1)
- Mixture or unknown (5)
Quality of research
- High: 6+ (5)
- Medium: 4 or above (1)
Geography if specific
- Taiwan (1)