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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 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...
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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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This study quantitatively synthesized the empirical research on the effects of social context (i.e., small group versus individual learning) when students learn using computer technology. In total, 486 independent findings were extracted from 122 studies involving 11,317 learners. The results indicate that, on average, small group learning had significantly more positive effects than individual learning on student individual achievement (mean ES = + 0.15), group task performance (mean ES = +...
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Outcome measure
- Learning (4)
Instructional domain (subject)
- Computing (2)
- Languages (1)
- Mathematics (2)
- Multiple (2)
- Science (2)
- Social Studies (1)
- STEM (1)
Education Level and Type
- ECE 0-7 (1)
- High school 16-18 (1)
- K-12 (3)
- Primary 7-10 (1)
- Secondary 11-16 (2)
- Tertiary (3)
Groups of students
- _No mention (2)
- Low-performing (1)
- typically-developing students (2)
School or home
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- School (1)
Moderating variables
- __ no obvious moderating variables (1)
- Assessments (1)
- Feedback (1)
- Grade/education level (1)
- Length of time (1)
- Novelty Effect (1)
- Peer involvement/group learning (1)
- Teacher involvement (2)
- Teacher professional development (1)
- Tech structure (2)
- Type of knowledge or task (exposing, procedural, active, etc (1)
Tech Hardware
- Computer (3)
- Handheld device (1)
- Multimedia (1 or more) (2)
- Tablet (1)
- Touch-screen (1)
Tech Software
- Computer-Assisted Instruction (CAI) (1)
- Computer-Based Teaching (CBT) (1)
- Game learning (2)
- General apps (2)
- Simulations
- Tutorials (1)
- Virtual Reality (2)
- Word processor (1)
Tech mechanism
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- Feedback (1)
Learning Approach
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- Classroom learning (1)
Teacher Pedagogy
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- Collaboration (1)
- Group learning (1)
- Peer learning (1)
Research methods
Effect size/ heterogeneity
HIC/LMIC
- HIC (high income) (1)
- Mixture or unknown (2)
Quality of research
- High: 6+ (2)
- Medium: 4 or above (1)
Geography if specific
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- Mixture (1)
- Taiwan (1)
- Turkey (1)