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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 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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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)...
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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 (1)
- Mathematics (2)
- Multiple (3)
- Science (1)
Education Level and Type
- Informal education (1)
- K-12 (7)
- Tertiary (3)
Groups of students
- _No mention (3)
- EAL (1)
- Low-performing (1)
- Low socio-economic status (1)
Moderating variables
- Assessments (1)
- Attainment level of students (1)
- Design-type/ testing instruments (3)
- Ethnicity (1)
- Feedback (1)
- Gender (1)
- Grade/education level (4)
- Length of time (7)
- Novelty Effect (1)
- Peer involvement/group learning (1)
- SEND (1)
- Subject (2)
- Teacher involvement (3)
- Teacher professional development (1)
- Type of instruction methods (student/teacher centered) (1)
- Type of knowledge or task (exposing, procedural, active, etc (5)
Tech Hardware
- Computer
- Internet (2)
- Multimedia (1 or more) (2)
Tech Software
- Computer Algebra Systems (1)
- Computer-Assisted Instruction (CAI) (2)
- Computer-Based Teaching (CBT) (2)
- Digital Media (audiovisuals) (1)
- Game learning (1)
- General apps (1)
- Graphic organisers/Visualisations (2)
- Intelligent Tutoring (1)
- LMS (1)
- Simulations (1)
- Virtual manipulatives (1)
- Virtual Reality (1)
Tech mechanism
Learning Approach
- Blended learning (1)
- Classroom learning (6)
- Remote learning (1)
Teacher Pedagogy
- _No mention (2)
- Collaboration (1)
- Feedback (1)
- Peer 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 (1)
Geography if specific
- Turkey (1)