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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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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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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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Outcome measure
- Learning (5)
Instructional domain (subject)
- Mathematics
- Multiple (1)
- Science (1)
Education Level and Type
- ECE 0-7 (1)
- High school 16-18 (2)
- Informal education (1)
- K-12 (3)
- Middle school (1)
- Primary 7-10 (3)
- Secondary 11-16 (2)
- Tertiary (1)
Groups of students
- Low-performing (2)
Moderating variables
- Attainment level of students (1)
- Design-type/ testing instruments (3)
- Grade/education level (2)
- Length of time
- Multiple exposures (1)
- Novelty Effect (1)
- Peer involvement/group learning (1)
- Student characteristics (1)
- Subject (1)
- Teacher involvement (2)
- Teacher pedagogy/implementation (1)
- Tech structure (2)
- Type of knowledge or task (exposing, procedural, active, etc (1)
Tech Hardware
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- Multimedia (1 or more) (2)
Tech Software
Tech mechanism
- Feedback (2)
- Gamification (1)
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- Scaffolding/Varying difficulty levels (1)
Learning Approach
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- Remote learning (1)
Teacher Pedagogy
- _No mention (1)
- Collaboration (1)
- Feedback (1)
- Game-based learning (1)
Research methods
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HIC/LMIC
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Quality of research
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