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The present meta-analysis challenges the notion that young children necessarily need adult scaffolding in order to understand a narrative story and learn words as long as they encounter optimally designed multimedia stories. Including 29 studies and 1272 children, multimedia stories were found more beneficial than encounters with traditional story materials that did not include the help of an adult for story comprehension (g+ = 0.40, k = 18) as well as vocabulary (g+ = 0.30, k = 11). However,...
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Identifying effective literacy instruction programs has been a focal point for governments, educators and parents over the last few decades (Ontario Ministry of Education, 2004, 2006; Council of Ontario Directors of Education, 2011). Given the increasing use of computer technologies in the classroom and in the home, a variety of information communication technology (ICT) interventions for learning have been introduced. Meta-analyses comparing the impact of these programs on learning,...
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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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Outcome measure
- Learning (4)
Instructional domain (subject)
- Literacy (3)
- Mathematics (1)
Education Level and Type
- ECE 0-7 (2)
- K-12 (2)
- Primary 7-10 (2)
Groups of students
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- EAL (3)
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- Low-performing
- Low socio-economic status (2)
- SEND (3)
School or home
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Moderating variables
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- Grade/education level (1)
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- Length of time (1)
- Multiple exposures (1)
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- Type of knowledge or task (exposing, procedural, active, etc (1)
Tech Hardware
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Research methods
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