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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...
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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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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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The purpose of this work was to meta-analyze empirical evidence about the effectiveness of digital-based interventions for students with mathematical learning difficulties. Furthermore, we investigated whether the school level of the participants and the software instructional approach were decisive modulated factors. A systematic search of randomized controlled studies published between 2003 and 2019 was conducted. A total of 15 studies with 1073 participants met the study selection...
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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,...
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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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This meta-analysis maps the evidence on the effectiveness of instructional approaches and conditions for learning computer programming under three study conditions: (a) Studies focusing on the effectiveness of programming interventions per se, (b) studies focusing on the effectiveness of visualization and physicality, and (c) studies focusing on the effectiveness of dominant instructional approaches. Utilizing the data from 139 interventions and 375 effect sizes, we found (a) a strong effect...
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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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Outcome measure
- Learning (9)
Instructional domain (subject)
- Computing (2)
- Languages (1)
- Literacy (4)
- Mathematics (5)
- Multiple (4)
- Science (4)
- Social Studies (2)
- STEM (2)
Education Level and Type
- ECE 0-7 (3)
- High school 16-18 (4)
- K-12 (2)
- Middle school (1)
- Primary 7-10 (6)
- Secondary 11-16 (4)
- Tertiary (1)
Groups of students
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- EAL (1)
- Gifted students (1)
- Low-performing (1)
- Low socio-economic status (2)
- SEND (3)
- typically-developing students (2)
School or home
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- Home (2)
- Mixture (1)
- School (1)
Moderating variables
- Class size (1)
- Country / culture (1)
- Design-type/ testing instruments (1)
- Grade/education level (2)
- Implementation fidelity (1)
- Length of time (2)
- Parent/carer involvement (2)
- School-level factors (1)
- SEND (1)
- Student characteristics (4)
- Subject (1)
- Teacher involvement (4)
- Teacher pedagogy/implementation (1)
- Teacher professional development (2)
- Tech structure (6)
Tech Hardware
- Computer (3)
- E-book hardware - e.g. kindle (2)
- Handheld device (2)
- Multimedia (1 or more)
- Tablet (2)
- Touch-screen (2)
Tech Software
- Computer-Assisted Instruction (CAI) (1)
- E-book software (2)
- Game learning (5)
- General apps (4)
- Serious games (1)
- Simulations (2)
- Tutorials (1)
- Virtual Reality (2)
Tech mechanism
- Feedback (1)
- Gamification (2)
Learning Approach
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- Classroom learning (3)
Teacher Pedagogy
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- Group learning (1)
- Scaffolding (1)
Research methods
Effect size/ heterogeneity
HIC/LMIC
- HIC (high income) (2)
- Mixture or unknown (5)
Quality of research
- High: 6+ (4)
- Medium: 4 or above (4)