Your search
Results 5 resources
-
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...
-
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...
-
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...
-
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...
Explore
Outcome measure
- Learning (5)
Instructional domain (subject)
- Mathematics (2)
- Multiple (3)
- Science (2)
Education Level and Type
- ECE 0-7 (1)
- High school 16-18 (2)
- K-12 (3)
- Middle school (1)
- Primary 7-10 (2)
- Secondary 11-16 (2)
- Tertiary (1)
Groups of students
- _No mention (2)
- Low-performing (1)
Moderating variables
- Assessments (1)
- Design-type/ testing instruments (1)
- Feedback (1)
- Grade/education level (4)
- Length of time (5)
- Multiple exposures (1)
- Novelty Effect (1)
- Peer involvement/group learning (1)
- Student characteristics (1)
- Subject (2)
- Teacher involvement (2)
- Tech structure (2)
- Type of instruction methods (student/teacher centered) (1)
- Type of knowledge or task (exposing, procedural, active, etc (3)
Tech Hardware
- Computer (5)
- Multimedia (1 or more) (1)
Tech Software
- Computer Algebra Systems (1)
- Computer-Based Teaching (CBT) (1)
- Game learning (2)
- General apps (1)
- Graphic organisers/Visualisations (1)
- Intelligent Tutoring (1)
- Simulations (1)
- Tutorials (1)
- Virtual manipulatives (1)
- Virtual Reality (2)
Tech mechanism
Learning Approach
Teacher Pedagogy
- Collaboration (1)
- Feedback (2)
- Game-based learning (1)
- Peer learning (1)
- Scaffolding (1)
Research methods
Effect size/ heterogeneity
HIC/LMIC
Quality of research
- High: 6+ (5)
Geography if specific
- _no mention (1)
- Mixture (1)