Your search
Results 11 resources
-
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...
-
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...
-
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.
-
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...
-
Digital game-based learning (DGBL) is known to be widely used for improving learning in various fields. Among the elements of DGBL, competition has been very controversial. This meta-analysis, which included 25 articles written between 2008 and 2019, revealed that DGBL has produced improvements for learning outcomes with an overall effect size of .386. In addition, we explored multiple moderators to understand how competition in DGBL influenced student learning for different learners,...
-
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...
-
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...
-
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,...
-
In this study, we meta-analyzed empirical research of the effectiveness of intelligent tutoring systems (ITS) on K–12 students’ mathematical learning. A total of 26 reports containing 34 independent samples met study inclusion criteria. The reports appeared between 1997 and 2010. The majority of included studies compared the effectiveness of ITS with that of regular classroom instruction. A few studies compared ITS with human tutoring or homework practices. Among the major findings are (a)...
-
It is assumed that serious games influences learning in 2 ways, by changing cognitive processes and by affecting motivation. However, until now research has shown little evidence for these assumptions. We used meta-analytic techniques to investigate whether serious games are more effective in terms of learning and more motivating than conventional instruction methods (learning: k ϭ 77, N ϭ 5,547; motivation: k ϭ 31, N ϭ 2,216). Consistent with our hypotheses, serious games were found to be...
-
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...
Explore
Outcome measure
- Learning (11)
- Motivation (1)
Instructional domain (subject)
- Computing (1)
- Literacy (5)
- Mathematics (5)
- Multiple (5)
- Science (4)
- Social Studies (2)
- STEM (1)
Education Level and Type
- ECE 0-7 (3)
- High school 16-18 (5)
- K-12 (4)
- Middle school (2)
- Primary 7-10 (6)
- Secondary 11-16 (5)
- Tertiary (3)
Groups of students
- _No mention (3)
- At-risk (1)
- EAL (2)
- Learning difficulties (1)
- Low-performing (2)
- Low socio-economic status (3)
- SEND (1)
- typically-developing students (3)
School or home
- _No mention (1)
- Home (2)
- Mixture (2)
- School (4)
Moderating variables
- Attainment level of students (1)
- Country / culture (1)
- Design-type/ testing instruments (2)
- Ethnicity (1)
- Gender (1)
- Grade/education level (5)
- Length of time (4)
- Multiple exposures (3)
- Parent/carer involvement (1)
- Peer involvement/group learning (1)
- School-level factors (1)
- SEND (1)
- Student characteristics (2)
- Subject (2)
- Teacher involvement (4)
- Teacher professional development (1)
- Tech structure (4)
- Type of instruction methods (student/teacher centered) (1)
- Type of knowledge or task (exposing, procedural, active, etc (1)
Tech Hardware
- CD ROM/ DVD (1)
- Computer (5)
- E-book hardware - e.g. kindle (4)
- Handheld device (3)
- Interactive whiteboards (1)
- Internet (1)
- Multimedia (1 or more)
- Radio (1)
- Tablet (3)
- Touch-screen (3)
- TV (1)
Tech Software
- Audio books (1)
- Computer-Assisted Instruction (CAI) (1)
- Digital Media (audiovisuals) (2)
- E-book software (3)
- Game learning (3)
- General apps (4)
- Graphic organisers/Visualisations (2)
- Intelligent Tutoring (1)
- LMS (1)
- Serious games (2)
- Simulations (2)
- Tutorials (1)
- Virtual Reality (2)
Tech mechanism
Learning Approach
- _No mention (2)
- Blended learning (2)
- Classroom learning (4)
- Remote learning (1)
Teacher Pedagogy
- _No mention (3)
- Game-based learning (1)
- Group learning (3)
- Scaffolding (1)
Research methods
Effect size/ heterogeneity
HIC/LMIC
- HIC (high income) (5)
- Mixture or unknown (5)
Quality of research
- High: 6+ (7)
- Medium: 4 or above (5)
Geography if specific
- _no mention (1)
- Mixture (3)
- Taiwan (2)
- The Netherlands (1)
- Turkey (3)
- USA (1)