Your search
Results 8 resources
-
This study seeks scientometric, content and co-occurrence analysis of systematic review and Meta-analysis articles in the feld of gamifcation in education. In terms of purpose, this is an applied study and regarding type, it is a scientometric and co�occurrence analysis. The researchers conducted a search in WoS, Scopus and Pub�Med databases. The abstract and full text of 25 out of 71 articles were selected to be included in the study. Then, the citation and altmetrics indicators were...
-
There is no questioning that the way people live, interact, communicate, and conduct business is undergoing a profound, rapid change. This change is often referred to as the “digital revolution,” which is the advancement of technology from analog, electronic and mechanical tools to the digital tools available today. Moreover, technology has begun to change education, affecting how students acquire the skill sets needed to prepare for college and a career and how educators integrate digital...
-
Giving a student control over their learning has theoretical and intuitive appeal, but its effects are neither powerful nor consistent in the empirical literature base. This meta-analysis updated previous meta-analytic research by Niemiec, Sikorski, and Walberg by studying the overall effectiveness of providing learner control within educational technology, the characteristics of instruction along the continuum of learner control, and elements of the instructional environments that may play...
-
Purpose of the Study.........................................................................................................6 Method ..............................................................................................................................7 Search and Selection Criteria ..................................................................................7 Procedure...
-
How effective are computer-assisted instruction (CAI) programs in supporting beginning readers? This article reviews 42 studies published from 1990 onward, comprising a total of 75 experimental comparisons. The corrected overall effect size estimate was d = 0.19 (± 0.06). Effect sizes were found to depend on two study characteristics: the effect size at the time of pre-testing and the language of instruction (English or other). These two variables accounted for 61 percent of the variability...
-
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 = +...
Explore
Outcome measure
- Behaviour (2)
- Engagement (1)
- Learning
- Motivation (1)
Instructional domain (subject)
- Computing (1)
- Languages (1)
- Literacy (3)
- Mathematics (2)
- Multiple (5)
- Science (1)
- Social Studies (1)
- STEM (1)
Education Level and Type
- ECE 0-7 (2)
- High school 16-18 (1)
- K-12 (5)
- Primary 7-10 (2)
- Secondary 11-16 (1)
- Tertiary (3)
Groups of students
- _No mention (1)
- At-risk (2)
- Learning difficulties (1)
- Low-performing (3)
- SEND (2)
School or home
- _No mention (1)
- Mixture (2)
- School (3)
Moderating variables
Tech Hardware
- CD ROM/ DVD (1)
- Computer (4)
- Handheld device (2)
- Infrastructure (1)
- Interactive whiteboards (1)
- Multimedia (1 or more) (1)
- Tablet (2)
Tech Software
- Audio books (1)
- Augmented Reality (1)
- Computer-Assisted Instruction (CAI) (5)
- Computer-Based Teaching (CBT) (2)
- Game learning (3)
- General apps (1)
- Simulations (1)
- Virtual Reality (1)
- Word processor (1)
Tech mechanism
Learning Approach
- _No mention (1)
- Blended learning (2)
- Classroom learning (4)
- Remote learning (2)
Teacher Pedagogy
- Collaboration (2)
- Feedback (3)
- Flipped classroom (1)
- Group learning (3)
- PC mixed with real objects (1)
- Peer learning (1)
- Scaffolding (2)
- Self-paced (no teacher) (1)
Research methods
Effect size/ heterogeneity
HIC/LMIC
- HIC (high income) (4)
- Mixture or unknown (4)
Quality of research
- High: 6+ (3)
- Medium: 4 or above (5)