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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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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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Outcome measure
- Learning (6)
Instructional domain (subject)
- Mathematics (2)
- Multiple (4)
- Science (2)
Education Level and Type
- ECE 0-7 (1)
- High school 16-18 (2)
- K-12 (4)
- Middle school (1)
- Primary 7-10 (2)
- Secondary 11-16 (2)
- Tertiary (1)
Groups of students
- _No mention (3)
- EAL (1)
- Low-performing (1)
Moderating variables
- Country / culture (1)
- Design-type/ testing instruments (2)
- Grade/education level
- Length of time (6)
- Multiple exposures (1)
- Novelty Effect (1)
- Student characteristics (1)
- Subject (4)
- Teacher involvement (2)
- Teacher pedagogy/implementation (1)
- Teacher professional development (1)
- Tech structure (2)
- Type of instruction methods (student/teacher centered) (2)
- Type of knowledge or task (exposing, procedural, active, etc (4)
Tech Hardware
- Computer (5)
- Interactive whiteboards (1)
- Internet (1)
- Mobile/Smartphone (1)
- Multimedia (1 or more) (1)
- Tablet (1)
Tech Software
- Augmented Reality (1)
- Computer Algebra Systems (1)
- Computer-Assisted Instruction (CAI) (1)
- Computer-Based Teaching (CBT) (3)
- Digital Media (audiovisuals) (1)
- E-book software (1)
- Game learning (1)
- General apps (2)
- Graphic organisers/Visualisations (2)
- Intelligent Tutoring (1)
- LMS (1)
- Tutorials (1)
- Virtual manipulatives (2)
- Virtual Reality (1)
Tech mechanism
Learning Approach
- Blended learning (1)
- Classroom learning (4)
Teacher Pedagogy
- _No mention (1)
- 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) (2)
- Mixture or unknown (4)
Quality of research
- High: 6+ (6)