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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 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 (7)
Instructional domain (subject)
- Literacy (2)
- Mathematics (1)
- Multiple (4)
- Science (2)
Education Level and Type
- ECE 0-7 (1)
- High school 16-18 (1)
- K-12 (5)
- Primary 7-10 (2)
- Secondary 11-16 (1)
- Tertiary (1)
Groups of students
- _No mention (3)
- EAL (3)
- Learning difficulties (1)
- Low-performing (1)
- Low socio-economic status (2)
- SEND (1)
Moderating variables
- Country / culture (1)
- Design-type/ testing instruments (2)
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- Grade/education level
- Length of time (6)
- Multiple exposures (1)
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- Type of knowledge or task (exposing, procedural, active, etc (4)
Tech Hardware
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Tech Software
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Tech mechanism
- Cooperative learning (e.g. discussion areas) (1)
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- Gamification (2)
- Instructional supports/Demos: worked out examples (3)
- Multimedia effects (1)
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- Scaffolding/Varying difficulty levels (4)
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Learning Approach
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Teacher Pedagogy
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- Collaboration (1)
- Feedback (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 (4)
Quality of research
- High: 6+ (7)