Your search
Results 6 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...
-
The technological developments of the twenty-first century have enabled the emergence of alternative teaching-learning models and instructional tools. One of the concepts brought about by such developments is mobile learning. The aim of this study was to test the effect of mobile learning on students’ mathematics achievement. A systematic database search that included the Academic Search Complete, Education Resources Information Center (ERIC), EBSCO, JSTOR, ScienceDirect, Taylor & Francis...
-
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 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)...
-
This study quantitatively synthesized the empirical research on the effects of social context (i.e., small group versus individual learning) when students learn using computer technology. In total, 486 independent findings were extracted from 122 studies involving 11,317 learners. The results indicate that, on average, small group learning had significantly more positive effects than individual learning on student individual achievement (mean ES = + 0.15), group task performance (mean ES = +...
Explore
Outcome measure
- Learning (6)
Instructional domain (subject)
- Computing (1)
- Languages (1)
- Mathematics
- Multiple (1)
- Science (2)
- Social Studies (1)
Education Level and Type
- ECE 0-7 (2)
- High school 16-18 (2)
- Informal education (1)
- K-12 (4)
- Middle school (1)
- Primary 7-10 (2)
- Secondary 11-16 (2)
- Tertiary (3)
Groups of students
- Low-performing (3)
School or home
- _No mention (1)
- Home (1)
- Mixture (2)
- School (2)
Moderating variables
- __ no obvious moderating variables (1)
- Attainment level of students (1)
- Design-type/ testing instruments (3)
- Grade/education level (2)
- Length of time (4)
- Multiple exposures (1)
- School-level factors (1)
- Student characteristics (1)
- Subject (1)
- Teacher involvement (2)
- Tech structure (3)
- Type of knowledge or task (exposing, procedural, active, etc (1)
Tech Hardware
- Computer (5)
- Internet (1)
- Mobile/Smartphone (1)
- Multimedia (1 or more) (2)
Tech Software
- Augmented Reality (1)
- Computer Algebra Systems (2)
- Computer-Assisted Instruction (CAI) (2)
- Computer-Based Teaching (CBT) (1)
- Digital Media (audiovisuals) (1)
- Game learning (1)
- General apps (1)
- Graphic organisers/Visualisations (1)
- Intelligent Tutoring (2)
- Simulations (1)
- Tutorials (1)
- Virtual Reality (1)
- Word processor (1)
Tech mechanism
- _No mention (1)
- Feedback (2)
- Gamification (1)
- Scaffolding/Varying difficulty levels (1)
Learning Approach
- _No mention (1)
- Blended learning (1)
- Classroom learning (1)
- Remote learning (1)
Teacher Pedagogy
- _No mention (2)
- Feedback (1)
- Game-based learning (1)
- Group learning (1)
- Peer learning (1)
Research methods
Effect size/ heterogeneity
HIC/LMIC
- HIC (high income) (1)
- Mixture or unknown (6)
Quality of research
Geography if specific
- _no mention (2)
- Mixture (2)