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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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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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Instructional domain (subject)
- Computing (1)
- Mathematics (2)
- Multiple (2)
- Science (1)
- STEM (2)
Education Level and Type
- High school 16-18 (1)
- K-12 (3)
- Primary 7-10 (2)
- Secondary 11-16 (2)
- Tertiary (2)
Groups of students
- _No mention (2)
- Learning difficulties (1)
- Low-performing (1)
- typically-developing students (2)
School or home
- _No mention (1)
- School (2)
Moderating variables
- Assessments (1)
- Attainment level of students (1)
- Design-type/ testing instruments (1)
- Feedback (2)
- Grade/education level (1)
- Length of time (2)
- Novelty Effect (1)
- Peer involvement/group learning (2)
- Student characteristics (1)
- Teacher involvement (3)
- Teacher professional development (1)
- Tech structure (3)
- Type of instruction methods (student/teacher centered) (1)
- Type of knowledge or task (exposing, procedural, active, etc (1)
Tech Hardware
- Computer (4)
- Handheld device (1)
- Multimedia (1 or more) (2)
- Tablet (1)
- Touch-screen (1)
Tech Software
Tech mechanism
Learning Approach
- _No mention (2)
- Classroom learning (2)
Teacher Pedagogy
- _No mention (1)
- Collaboration (2)
- Peer learning (1)
- Scaffolding (1)
Research methods
Effect size/ heterogeneity
HIC/LMIC
- HIC (high income) (1)
- Mixture or unknown (3)
Quality of research
- High: 6+ (2)
- Medium: 4 or above (2)