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Language abilities in the early years are a strong predictor of children’s success in school. However, a considerable number of children enter school with poor language skills. Therefore, one of the most important but also challenging mandates of early childhood education and care [ECEC] is to promote these skills before school enrolment. Meta-analytic evidence suggests that shared book reading is a valuable tool to narrow this gap in the early years. In the digital age, ebooks might offer...
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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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This meta-analysis extended the current literature regarding the effects of computer technology (CT) on mathematics achievement, with a particular focus on low-performing students. A total of 45 independent effect sizes extracted from 31 empirical studies based on a total of 2,044 low-performing students in K-12 classrooms were included in this meta-analysis. Consistent with previous reviews, this study suggested a statistically significant and positive effect of CT ([Formula: see...
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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...
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Dynamic geometry software (DGS) aims to enhance mathematics education. This systematic review and meta-analysis evaluated the quasi-experimental studies on the effectiveness of DGS-based instruction in improving students’ mathematical achievement. Research articles published between 1990 and 2013 were identified from major databases according to a prespecified search strategy and selection criteria. A meta-analysis was conducted based on the random-effects model to evaluate the effectiveness...
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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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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
- Behaviour (1)
- Learning (11)
- Socio-emotional learning (1)
Instructional domain (subject)
- Literacy (3)
- Mathematics (5)
- Multiple (3)
- Science (2)
Education Level and Type
- ECE 0-7 (3)
- High school 16-18 (2)
- Informal education (2)
- K-12 (8)
- Middle school (1)
- Primary 7-10 (3)
- Secondary 11-16 (2)
- Tertiary (3)
Groups of students
- _No mention (2)
- At-risk (1)
- EAL (1)
- Low-performing (2)
- Low socio-economic status (1)
- SEND (1)
- typically-developing students (1)
Moderating variables
- Assessments (1)
- Attainment level of students (1)
- Design-type/ testing instruments (4)
- Ethnicity (1)
- Feedback (1)
- Gender (1)
- Grade/education level (5)
- IQ (1)
- Length of time
- Multiple exposures (2)
- Novelty Effect (2)
- Peer involvement/group learning (2)
- SEND (1)
- Student characteristics (1)
- Subject (2)
- Teacher involvement (5)
- Teacher pedagogy/implementation (1)
- Tech structure (2)
- Type of instruction methods (student/teacher centered) (1)
- Type of knowledge or task (exposing, procedural, active, etc (4)
Tech Hardware
- CD ROM/ DVD (1)
- Computer (9)
- E-book hardware - e.g. kindle (1)
- Handheld device (1)
- Interactive whiteboards (1)
- Internet (1)
- Multimedia (1 or more) (4)
- Tablet (1)
- Touch-screen (1)
Tech Software
- Computer Algebra Systems (2)
- Computer-Assisted Instruction (CAI) (4)
- Computer-Based Teaching (CBT) (1)
- Digital Media (audiovisuals) (1)
- Dynamic Geometry Software (1)
- E-book software (1)
- Game learning (3)
- General apps (4)
- Graphic organisers/Visualisations (2)
- Intelligent Tutoring (2)
- LMS (1)
- Robotics (1)
- Simulations (1)
- Tutorials (1)
- Virtual manipulatives (1)
- Virtual Reality (3)
Tech mechanism
Learning Approach
- Blended learning (3)
- Classroom learning (8)
- Remote learning (2)
Teacher Pedagogy
- _No mention (1)
- Collaboration (2)
- Feedback (2)
- Game-based learning (1)
- Group learning (1)
- Peer learning (1)
- Scaffolding (1)
Research methods
- Impact study (1)
- Meta-analysis (unspecified) (10)
- Random effect model (2)
Effect size/ heterogeneity
HIC/LMIC
Quality of research
- High: 6+ (10)
- Medium: 4 or above (2)
Geography if specific
- _no mention (1)
- Mixture (2)