Your search
Results 6 resources
-
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...
-
The present article attempts to reinterpret the findings of most recent studies investigating effect of using games for teaching purposes. A methodological approach combining a meta-analysis of quantitative data with qualitative ones was adopted in order to present the broadest picture of the current research on educational use of games. To this end, we conducted a meta-analysis of 180 effect size comparisons out of 154 empirical studies on the effect of both digital and non-digital games on...
-
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...
-
The purpose of this study was to conduct a meta-study of computer-assisted instruction (CAI) studies in mathematics for students with learning disabilities (LD) focusing on examining the effects of CAI on the mathematics performance of students with LD. This study examined a total of 11 mathematics CAI studies, which met the study selection criterion, for students with LD at the elementary and secondary levels and analyzed them in terms of their comparability and effect sizes. Overall, this...
-
Substantial disagreement exists in the literature regarding which educational technology results in the highest cognitive gain for learners. In an attempt to resolve this dispute, we conducted a meta-analysis to decipher which teaching method, games and interactive simulations or traditional, truly dominates and under what circumstances. It was found that across people and situations, games and interactive simulations are more dominant for cognitive gain outcomes. However, consideration of...
Explore
Outcome measure
- Learning (6)
Instructional domain (subject)
- Computing (1)
- Languages (1)
- Mathematics (4)
- Multiple (2)
- Science (2)
- Social Studies (1)
- STEM (1)
Education Level and Type
- ECE 0-7 (1)
- High school 16-18 (2)
- Informal education (1)
- K-12 (5)
- Primary 7-10 (3)
- Secondary 11-16 (2)
- Tertiary (2)
Groups of students
- _No mention (2)
- At-risk (1)
- Gifted students (1)
- Learning difficulties (1)
- SEND (1)
Moderating variables
- Class size (1)
- Gender (1)
- Grade/education level (1)
- Length of time (3)
- Novelty Effect (1)
- Peer involvement/group learning (2)
- School-level factors (1)
- Student characteristics (1)
- Teacher involvement (3)
- Teacher pedagogy/implementation (2)
- Tech structure (2)
- Type of instruction methods (student/teacher centered) (1)
- Type of knowledge or task (exposing, procedural, active, etc (1)
Tech Hardware
- Computer (3)
- Mobile/Smartphone (1)
- Multimedia (1 or more) (1)
Tech Software
Tech mechanism
Learning Approach
- _No mention (1)
- Classroom learning (4)
Teacher Pedagogy
- _No mention (1)
- Collaboration (1)
- Game-based learning (2)
- Group learning (1)
- Peer learning (1)
- Scaffolding (1)
Research methods
Effect size/ heterogeneity
HIC/LMIC
Quality of research
- High: 6+ (4)
- Medium: 4 or above (2)
Geography if specific
- _no mention (2)
- Mixture (1)