Your search
Results 7 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 purpose of this study is to determine the effect of digital stories on academic achievement. In order to achieve this purpose, meta analysis method was used in the study. Within the scope of the study, ERIC, Google Academic, YÖK Thesis Center, ProQuest, Science Direct and ULAKBİM databases were scanned and 23 studies (10 theses, 13 articles) were included in the meta-analysis using the criteria determined by the researchers. Cochran’s X2 (Q = 285,155, p < .05) test was conducted to test...
-
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,...
-
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...
-
Studies focusing on the effectiveness of computer-assisted instruction have been growing recently in Turkey. In this research, quantitative studies comparing the effectiveness of computer- assisted instruction to traditional teaching method and conducted between 1998 and 2007 are studied by meta analysis. Seventy eight studies that have eligible data were combined with meta analytical methods by coding protocol from the 422 master’s and doctoral degree and 124 articles. As a result for the...
-
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 (7)
Instructional domain (subject)
- Computing (1)
- Languages (1)
- Literacy (1)
- Mathematics (5)
- Multiple (5)
- Science
- Social Studies (3)
- STEM (1)
Education Level and Type
- ECE 0-7 (1)
- High school 16-18 (3)
- K-12 (2)
- Middle school (2)
- Primary 7-10 (4)
- Secondary 11-16 (3)
- Tertiary (3)
Groups of students
- _No mention (3)
- Low-performing (1)
- typically-developing students (1)
School or home
- _No mention (3)
- School (1)
Moderating variables
- __ no obvious moderating variables (2)
- Country / culture (1)
- Grade/education level (3)
- Length of time (2)
- School-level factors (1)
- Student characteristics (2)
- Subject (2)
- Teacher involvement (1)
- Teacher professional development (1)
- Tech structure (3)
- Type of instruction methods (student/teacher centered) (1)
- Type of knowledge or task (exposing, procedural, active, etc (1)
Tech Hardware
Tech Software
- Computer-Assisted Instruction (CAI) (2)
- Computer-Based Teaching (CBT) (1)
- Game learning (3)
- General apps (2)
- Graphic organisers/Visualisations (1)
- Serious games (1)
- Simulations (2)
- Tutorials (1)
- Virtual manipulatives (1)
- Virtual Reality (2)
- Word processor (1)
Tech mechanism
Learning Approach
- _No mention (3)
- Classroom learning (1)
Teacher Pedagogy
- _No mention (2)
- Group learning (2)
- Peer learning (2)
- Scaffolding (1)
Research methods
Effect size/ heterogeneity
HIC/LMIC
- HIC (high income) (2)
- LMIC (middle/low) (1)
- Mixture or unknown (4)
Quality of research
- High: 6+ (3)
- Low: 3 or below (1)
- Medium: 4 or above (4)
Geography if specific
- _no mention (2)
- Mixture (2)
- Taiwan (1)
- Turkey (3)