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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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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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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 (1)
- Mathematics (1)
- Multiple (2)
Education Level and Type
- ECE 0-7 (1)
- High school 16-18 (1)
- K-12 (3)
- Middle school (1)
- Primary 7-10 (1)
- Secondary 11-16 (1)
- Tertiary (2)
Groups of students
- _No mention (1)
- EAL (1)
- Low-performing (1)
- Low socio-economic status (1)
Moderating variables
- Assessments (1)
- Design-type/ testing instruments (2)
- Ethnicity (1)
- Feedback (1)
- Gender (1)
- Grade/education level (3)
- Length of time (4)
- Multiple exposures (1)
- Novelty Effect (1)
- Peer involvement/group learning (1)
- SEND (1)
- Subject (1)
- Teacher involvement
- Teacher professional development (1)
- Tech structure (1)
- Type of knowledge or task (exposing, procedural, active, etc (2)
Tech Hardware
- Computer
- Internet (1)
- Multimedia (1 or more) (1)
Tech Software
- Computer Algebra Systems (1)
- Computer-Assisted Instruction (CAI) (1)
- Computer-Based Teaching (CBT) (1)
- Game learning (1)
- General apps (2)
- Intelligent Tutoring (1)
- LMS (1)
- Simulations (1)
- Tutorials (1)
- Virtual Reality (1)
Tech mechanism
Learning Approach
Teacher Pedagogy
- _No mention (1)
- Collaboration (1)
- Feedback (1)
- Game-based learning (1)
Research methods
Effect size/ heterogeneity
HIC/LMIC
- HIC (high income) (2)
- Mixture or unknown (3)
Quality of research
- High: 6+ (4)
Geography if specific
- _no mention (1)
- Turkey (1)