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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 research aims to investigate the effect of computer-based teaching (CBT) on students’ academic success. The research used a meta-analytic method to reach a general conclusion by statistically calculating the results of a number of independent studies. In total, 78 studies (62 master’s theses, 4 PhD theses, and 12 articles) concerning this issue were researched based on the literature review of the articles and theses which involved pre-test and post-test control groups and were...
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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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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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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...
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Outcome measure
- Learning (5)
Instructional domain (subject)
- Mathematics (1)
- Multiple
- Science (2)
Education Level and Type
- High school 16-18 (1)
- K-12 (3)
- Primary 7-10 (2)
- Secondary 11-16 (1)
- Tertiary (3)
Groups of students
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School or home
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- School (3)
Moderating variables
- __ no obvious moderating variables (1)
- Assessments (1)
- Feedback (1)
- Grade/education level (3)
- Length of time (4)
- Novelty Effect (1)
- Peer involvement/group learning (1)
- Student characteristics (1)
- Subject (3)
- Teacher involvement (2)
- Teacher professional development (1)
- Tech structure (1)
- Type of knowledge or task (exposing, procedural, active, etc (3)
Tech Hardware
- Computer
- Internet (1)
- Multimedia (1 or more) (1)
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Learning Approach
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- Classroom learning (3)
Teacher Pedagogy
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- Collaboration (1)
- Feedback (1)
Research methods
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