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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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The technological developments of the twenty-first century have enabled the emergence of alternative teaching-learning models and instructional tools. One of the concepts brought about by such developments is mobile learning. The aim of this study was to test the effect of mobile learning on students’ mathematics achievement. A systematic database search that included the Academic Search Complete, Education Resources Information Center (ERIC), EBSCO, JSTOR, ScienceDirect, Taylor & Francis...
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Background: The array of availability of diverse digital reading applications, the mixed results emerging from small-scale experimental studies, as well as the long-standing tradition and range of known positive developmental outcomes gained from adultchild storybook reading warrant an investigation into electronic storybooks (e-books) by performing a meta-analysis, which includes recent studies.
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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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Based on systematic research of studies published since the year 2000, this comprehensive metaanalysis investigated how the use of technology can enhance learning in secondary school mathematics and science (grade levels 5–13). All studies (k ¼ 92) compared learning outcomes of students using digital tools to those of a control group taught without the use of digital tools. Overall, digital tool use had a positive effect on student learning outcomes (g ¼ 0.65, p < .001). The provision of...
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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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Dynamic geometry software (DGS) aims to enhance mathematics education. This systematic review and meta-analysis evaluated the quasi-experimental studies on the effectiveness of DGS-based instruction in improving students’ mathematical achievement. Research articles published between 1990 and 2013 were identified from major databases according to a prespecified search strategy and selection criteria. A meta-analysis was conducted based on the random-effects model to evaluate the effectiveness...
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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 (9)
Instructional domain (subject)
- Literacy (3)
- Mathematics (4)
- Multiple (3)
- Science (1)
- STEM (1)
Education Level and Type
- ECE 0-7 (3)
- High school 16-18 (1)
- K-12 (5)
- Middle school (1)
- Primary 7-10 (3)
- Secondary 11-16 (2)
- Tertiary (3)
Groups of students
- _No mention (2)
- At-risk (1)
- EAL (1)
- Low-performing (1)
- Low socio-economic status (2)
- typically-developing students (2)
Moderating variables
- Assessments (1)
- Design-type/ testing instruments (2)
- Ethnicity (1)
- Feedback (1)
- Gender (1)
- Grade/education level (3)
- Length of time (6)
- Multiple exposures (2)
- Novelty Effect (2)
- Parent/carer involvement (1)
- Peer involvement/group learning (2)
- School-level factors (1)
- SEND (1)
- Subject (1)
- Teacher involvement
- Teacher pedagogy/implementation (1)
- Teacher professional development (2)
- Tech structure (3)
- Type of knowledge or task (exposing, procedural, active, etc (2)
Tech Hardware
- Computer (4)
- E-book hardware - e.g. kindle (2)
- Handheld device (2)
- Interactive whiteboards (1)
- Internet (1)
- Mobile/Smartphone (1)
- Multimedia (1 or more) (4)
- Tablet (2)
- Touch-screen (2)
Tech Software
- Augmented Reality (1)
- Computer Algebra Systems (1)
- Computer-Assisted Instruction (CAI) (2)
- Computer-Based Teaching (CBT) (1)
- Dynamic Geometry Software (1)
- E-book software (2)
- Game learning (2)
- General apps (4)
- Intelligent Tutoring (1)
- LMS (1)
- Simulations (2)
- Tutorials (2)
- Virtual Reality (2)
Tech mechanism
- Feedback (3)
- Gamification (1)
- Graphic modelling (1)
- Personalization effect (1)
- Scaffolding/Varying difficulty levels (2)
Learning Approach
- _No mention (1)
- Blended learning (1)
- Classroom learning (6)
Teacher Pedagogy
- _No mention (3)
- Collaboration (2)
- Feedback (1)
- Game-based learning (1)
- Group learning (1)
- Scaffolding (1)
Research methods
Effect size/ heterogeneity
HIC/LMIC
- HIC (high income) (3)
- Mixture or unknown (6)
Quality of research
- High: 6+ (7)
- Medium: 4 or above (2)
Geography if specific
- _no mention (1)
- Mixture (3)
- Taiwan (2)
- The Netherlands (1)
- Turkey (3)
- USA (1)