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Language abilities in the early years are a strong predictor of children’s success in school. However, a considerable number of children enter school with poor language skills. Therefore, one of the most important but also challenging mandates of early childhood education and care [ECEC] is to promote these skills before school enrolment. Meta-analytic evidence suggests that shared book reading is a valuable tool to narrow this gap in the early years. In the digital age, ebooks might offer...
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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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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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The purpose of this review is to learn from rigorous evaluations of alternative technology applications how features of using technology programs and characteristics of their evaluations affect reading outcomes for students in grades K-12. The review applies consistent inclusion standards to focus on studies that met high methodological standards. A total of 84 qualifying studies based on over 60,000 K-12 participants were included in the final analysis. Consistent with previous reviews of...
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Outcome measure
- Learning (4)
Instructional domain (subject)
- Literacy (2)
- Mathematics (2)
- Multiple (1)
- Science (1)
Education Level and Type
- ECE 0-7 (1)
- High school 16-18 (1)
- K-12 (2)
- Primary 7-10 (1)
- Secondary 11-16 (1)
Groups of students
- At-risk (1)
- EAL (1)
- Low-performing (1)
- Low socio-economic status (1)
- typically-developing students (1)
Moderating variables
- Attainment level of students (1)
- Design-type/ testing instruments (2)
- Ethnicity (1)
- Gender (1)
- Grade/education level (2)
- Length of time
- Multiple exposures (1)
- SEND (1)
- Student characteristics (1)
- Subject (1)
- Teacher involvement (2)
- Tech structure (1)
- Type of knowledge or task (exposing, procedural, active, etc (1)
Tech Hardware
- Computer (3)
- E-book hardware - e.g. kindle (1)
- Handheld device (1)
- Interactive whiteboards (1)
- Internet (1)
- Multimedia (1 or more)
- Tablet (1)
- Touch-screen (1)
Tech Software
- Computer-Assisted Instruction (CAI) (1)
- Digital Media (audiovisuals) (1)
- E-book software (1)
- Game learning (1)
- General apps (1)
- Graphic organisers/Visualisations (1)
- Intelligent Tutoring (1)
- LMS (1)
- Virtual Reality (1)
Tech mechanism
Learning Approach
- Blended learning (2)
- Classroom learning (3)
- Remote learning (1)
Teacher Pedagogy
- Group learning (1)
Research methods
Effect size/ heterogeneity
HIC/LMIC
- HIC (high income) (2)
- Mixture or unknown (4)
Quality of research
- High: 6+ (4)
- Medium: 4 or above (1)
Geography if specific
- Mixture (2)