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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 research aims to investigate the effect of computer-based teaching (CBT) on students’ academic success. The research used a meta-analytic method to reach a general conclusion by statistically calculating the results of a number of independent studies. In total, 78 studies (62 master’s theses, 4 PhD theses, and 12 articles) concerning this issue were researched based on the literature review of the articles and theses which involved pre-test and post-test control groups and were...
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The present meta-analysis challenges the notion that young children necessarily need adult scaffolding in order to understand a narrative story and learn words as long as they encounter optimally designed multimedia stories. Including 29 studies and 1272 children, multimedia stories were found more beneficial than encounters with traditional story materials that did not include the help of an adult for story comprehension (g+ = 0.40, k = 18) as well as vocabulary (g+ = 0.30, k = 11). However,...
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In this study, we meta-analyzed empirical research of the effectiveness of intelligent tutoring systems (ITS) on K–12 students’ mathematical learning. A total of 26 reports containing 34 independent samples met study inclusion criteria. The reports appeared between 1997 and 2010. The majority of included studies compared the effectiveness of ITS with that of regular classroom instruction. A few studies compared ITS with human tutoring or homework practices. Among the major findings are (a)...
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The purpose of this review is to learn from rigorous evaluations of alternative technology applications how features of using technology programs and characteristics of their evaluations affect reading outcomes for students in grades K-12. The review applies consistent inclusion standards to focus on studies that met high methodological standards. A total of 84 qualifying studies based on over 60,000 K-12 participants were included in the final analysis. Consistent with previous reviews of...
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Outcome measure
- Learning (7)
Instructional domain (subject)
- Literacy (3)
- Mathematics (3)
- Multiple (4)
- Science (2)
- Social Studies (1)
- STEM (1)
Education Level and Type
- ECE 0-7 (1)
- High school 16-18 (1)
- K-12 (4)
- Middle school (1)
- Primary 7-10 (2)
- Secondary 11-16 (2)
- Tertiary (1)
Groups of students
- _No mention (3)
- EAL (3)
- Learning difficulties (1)
- Low-performing (2)
- Low socio-economic status (2)
- SEND (1)
- typically-developing students (1)
School or home
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- Home (1)
- Mixture (1)
- School (4)
Moderating variables
- Attainment level of students (1)
- Country / culture (2)
- Design-type/ testing instruments (3)
- Ethnicity (1)
- Gender (1)
- Grade/education level (4)
- Length of time (4)
- Multiple exposures (1)
- Novelty Effect (1)
- School-level factors (1)
- SEND (1)
- Student characteristics (1)
- Subject (2)
- Teacher involvement (3)
- Teacher pedagogy/implementation (1)
- Teacher professional development (2)
- Tech structure (2)
- Type of instruction methods (student/teacher centered) (1)
- Type of knowledge or task (exposing, procedural, active, etc (3)
Tech Hardware
- CD ROM/ DVD (1)
- Computer (4)
- E-book hardware - e.g. kindle (1)
- Interactive whiteboards (1)
- Internet (2)
- Mobile/Smartphone (1)
- Multimedia (1 or more) (5)
- Radio (1)
- Tablet (1)
- TV (1)
Tech Software
- Audio books (1)
- Augmented Reality (1)
- Computer-Assisted Instruction (CAI) (2)
- Computer-Based Teaching (CBT) (2)
- Digital Media (audiovisuals) (3)
- E-book software (2)
- Game learning (2)
- General apps (4)
- Graphic organisers/Visualisations (3)
- Intelligent Tutoring (1)
- LMS (2)
- Serious games (1)
- Simulations (1)
- Tutorials (1)
- Virtual manipulatives (1)
- Virtual Reality (1)
Tech mechanism
- Cooperative learning (e.g. discussion areas) (1)
- Direct instruction (1)
- Drill and practice (1)
- Feedback (2)
- Gamification (1)
- Instructional supports/Demos: worked out examples (1)
- Multimedia effects (1)
- Personalization effect (1)
- Scaffolding/Varying difficulty levels (4)
- Virtual pen and notetaking (1)
Learning Approach
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- Blended learning (2)
- Classroom learning (4)
- Remote learning (1)
Teacher Pedagogy
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- Collaboration (1)
- Group learning (2)
- PC mixed with real objects (1)
- Peer learning (1)
Research methods
Effect size/ heterogeneity
HIC/LMIC
Quality of research
- High: 6+ (5)
- Medium: 4 or above (3)