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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 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...
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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...
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This meta-analysis maps the evidence on the effectiveness of instructional approaches and conditions for learning computer programming under three study conditions: (a) Studies focusing on the effectiveness of programming interventions per se, (b) studies focusing on the effectiveness of visualization and physicality, and (c) studies focusing on the effectiveness of dominant instructional approaches. Utilizing the data from 139 interventions and 375 effect sizes, we found (a) a strong effect...
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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 present meta-analysis challenges the notion that young children necessarily need adult scaffolding in order to understand a narrative story and learn words as long as they encounter optimally designed multimedia stories. Including 29 studies and 1272 children, multimedia stories were found more beneficial than encounters with traditional story materials that did not include the help of an adult for story comprehension (g+ = 0.40, k = 18) as well as vocabulary (g+ = 0.30, k = 11). However,...
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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 (10)
Instructional domain (subject)
- Computing (1)
- Literacy (2)
- Mathematics (3)
- Multiple (5)
- Science (3)
- Social Studies (1)
Education Level and Type
- ECE 0-7 (2)
- High school 16-18 (4)
- K-12 (6)
- Middle school (2)
- Primary 7-10 (5)
- Secondary 11-16 (3)
- Tertiary (3)
Groups of students
- _No mention (4)
- EAL (3)
- Learning difficulties (1)
- Low-performing (2)
- Low socio-economic status (2)
- SEND (1)
- typically-developing students (1)
Moderating variables
- Country / culture (1)
- Design-type/ testing instruments (3)
- Ethnicity (1)
- Gender (1)
- Grade/education level
- Length of time (7)
- Multiple exposures (2)
- Novelty Effect (1)
- SEND (1)
- Student characteristics (1)
- Subject (5)
- Teacher involvement (3)
- Teacher pedagogy/implementation (1)
- Teacher professional development (1)
- Tech structure (3)
- Type of instruction methods (student/teacher centered) (2)
- Type of knowledge or task (exposing, procedural, active, etc (4)
Tech Hardware
- CD ROM/ DVD (1)
- Computer (8)
- E-book hardware - e.g. kindle (2)
- Handheld device (1)
- Interactive whiteboards (1)
- Internet (1)
- Mobile/Smartphone (1)
- Multimedia (1 or more) (5)
- Radio (1)
- Tablet (2)
- Touch-screen (1)
- TV (1)
Tech Software
- Audio books (1)
- Augmented Reality (1)
- Computer Algebra Systems (1)
- Computer-Assisted Instruction (CAI) (2)
- Computer-Based Teaching (CBT) (3)
- Digital Media (audiovisuals) (2)
- E-book software (2)
- Game learning (1)
- General apps (4)
- Graphic organisers/Visualisations (3)
- Intelligent Tutoring (1)
- LMS (2)
- Simulations (1)
- Tutorials (1)
- Virtual manipulatives (2)
- Virtual Reality (1)
Tech mechanism
- Cooperative learning (e.g. discussion areas) (1)
- Direct instruction (1)
- Drill and practice (1)
- Feedback (6)
- Gamification (2)
- Instructional supports/Demos: worked out examples (3)
- Multimedia effects (1)
- Personalization effect (2)
- Scaffolding/Varying difficulty levels (4)
- Virtual pen and notetaking (1)
Learning Approach
- _No mention (1)
- Blended learning (1)
- Classroom learning (5)
Teacher Pedagogy
- _No mention (2)
- Collaboration (1)
- Feedback (2)
- Game-based learning (1)
- Group learning (1)
- PC mixed with real objects (1)
- Peer learning (2)
- Scaffolding (1)
Research methods
Effect size/ heterogeneity
HIC/LMIC
- HIC (high income) (4)
- Mixture or unknown (5)
Quality of research
- High: 6+ (8)
- Medium: 4 or above (1)