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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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It is assumed that serious games influences learning in 2 ways, by changing cognitive processes and by affecting motivation. However, until now research has shown little evidence for these assumptions. We used meta-analytic techniques to investigate whether serious games are more effective in terms of learning and more motivating than conventional instruction methods (learning: k ϭ 77, N ϭ 5,547; motivation: k ϭ 31, N ϭ 2,216). Consistent with our hypotheses, serious games were found to be...
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Outcome measure
- Learning (6)
- Motivation (1)
Instructional domain (subject)
- Mathematics (1)
- Multiple
- Science (1)
Education Level and Type
- High school 16-18 (2)
- K-12 (5)
- Primary 7-10 (1)
- Secondary 11-16 (2)
- Tertiary (3)
Groups of students
- _No mention (2)
- EAL (1)
School or home
- School (4)
Moderating variables
- Assessments (1)
- Country / culture (1)
- Design-type/ testing instruments (1)
- Feedback (1)
- Grade/education level (4)
- Length of time (5)
- Multiple exposures (1)
- Novelty Effect (2)
- Peer involvement/group learning (2)
- Student characteristics (1)
- Subject (4)
- Teacher involvement (2)
- Teacher pedagogy/implementation (1)
- Teacher professional development (1)
- Tech structure (1)
- Type of instruction methods (student/teacher centered) (2)
- Type of knowledge or task (exposing, procedural, active, etc (4)
Tech Hardware
- Computer (4)
- Interactive whiteboards (1)
- Internet (1)
- Mobile/Smartphone (1)
- Multimedia (1 or more) (2)
- Tablet (1)
Tech Software
- Augmented Reality (1)
- Computer-Assisted Instruction (CAI) (1)
- Computer-Based Teaching (CBT) (3)
- Digital Media (audiovisuals) (1)
- E-book software (1)
- Game learning (2)
- General apps (1)
- Graphic organisers/Visualisations (1)
- LMS (1)
- Serious games (1)
- Simulations (1)
- Virtual manipulatives (1)
- Virtual Reality (2)
Tech mechanism
Learning Approach
- Blended learning (1)
- Classroom learning (4)
Teacher Pedagogy
- _No mention (1)
- Collaboration (2)
- Feedback (1)
- Game-based learning (1)
- Group learning (2)
- PC mixed with real objects (1)
- Peer learning (1)
Research methods
Effect size/ heterogeneity
HIC/LMIC
- HIC (high income) (2)
- Mixture or unknown (3)
Quality of research
- High: 6+ (6)
- Medium: 4 or above (1)