Your search
Results 4 resources
-
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...
-
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...
-
Studies focusing on the effectiveness of computer-assisted instruction have been growing recently in Turkey. In this research, quantitative studies comparing the effectiveness of computer- assisted instruction to traditional teaching method and conducted between 1998 and 2007 are studied by meta analysis. Seventy eight studies that have eligible data were combined with meta analytical methods by coding protocol from the 422 master’s and doctoral degree and 124 articles. As a result for the...
-
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 (4)
Instructional domain (subject)
- Computing (1)
- Languages (1)
- Mathematics (1)
- Multiple
- Science (2)
- Social Studies (1)
- STEM (1)
Education Level and Type
- ECE 0-7 (1)
- High school 16-18 (1)
- Informal education (1)
- K-12 (2)
- Primary 7-10 (2)
- Secondary 11-16 (1)
- Tertiary (3)
Groups of students
- _No mention (2)
- At-risk (1)
- Gifted students (1)
School or home
- _No mention (1)
- Home (1)
- School (2)
Moderating variables
- __ no obvious moderating variables (1)
- Class size (1)
- Gender (1)
- Grade/education level (1)
- Length of time (2)
- Peer involvement/group learning (1)
- Student characteristics (1)
- Subject (1)
- Teacher involvement (2)
- Teacher pedagogy/implementation (1)
- Teacher professional development (1)
- Tech structure (1)
- Type of knowledge or task (exposing, procedural, active, etc (1)
Tech Hardware
- Computer (3)
- Internet (1)
- Multimedia (1 or more) (1)
Tech Software
Tech mechanism
- _No mention (1)
- Feedback (1)
- Gamification (3)
- Personalization effect (1)
- Scaffolding/Varying difficulty levels (1)
Learning Approach
- _No mention (2)
- Classroom learning (2)
Teacher Pedagogy
- _No mention (1)
- Game-based learning (1)
- Group learning (1)
Research methods
Effect size/ heterogeneity
HIC/LMIC
- HIC (high income) (1)
- LMIC (middle/low) (1)
- Mixture or unknown (2)
Quality of research
- High: 6+ (2)
- Low: 3 or below (1)
- Medium: 4 or above (2)
Geography if specific
- _no mention (2)
- Turkey (2)