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A meta-analysis was conducted on the effects of computer-supported early literacy interventions (strict phonological awareness training, combined phonological awareness and letter training, and use of e-books) on phonological-awareness (syllabic awareness, word blending, rhyme, phoneme awareness) and reading-related skills (concept about print, letter knowledge, decoding, spelling) across different languages in preschool and kindergarten since 1995. A total of 59 studies were identified with a...
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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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The present review examines research on the effects of educational technology applications on mathematics achievement in K-12 classrooms. Unlike previous reviews, this review applies consistent inclusion standards to focus on studies that met high methodological standards. In addition, methodological and substantive features of the studies are investigated to examine the relationship between educational technology applications and study features. A total of 74 qualified studies were included...
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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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The purpose of this review is to learn from rigorous evaluations of alternative technology applications how features of using technology programs and characteristics of their evaluations affect reading outcomes for students in grades K-12. The review applies consistent inclusion standards to focus on studies that met high methodological standards. A total of 84 qualifying studies based on over 60,000 K-12 participants were included in the final analysis. Consistent with previous reviews of...
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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...
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Outcome measure
- Learning (7)
Instructional domain (subject)
Education Level and Type
- ECE 0-7 (3)
- High school 16-18 (1)
- K-12 (5)
- Primary 7-10 (3)
- Secondary 11-16 (1)
Groups of students
- At-risk (2)
- EAL (3)
- Learning difficulties (3)
- Low-performing (4)
- Low socio-economic status (5)
- SEND (4)
School or home
- _No mention (1)
- Home (1)
- Mixture (2)
- School (6)
Moderating variables
- Attainment level of students (1)
- Design-type/ testing instruments (3)
- Ethnicity (1)
- Gender (1)
- Grade/education level (3)
- Length of time (4)
- Multiple exposures (1)
- SEND (1)
- Socio-economic status (1)
- Student characteristics (1)
- Subject (1)
- Teacher involvement (2)
- Teacher professional development (1)
- Type of knowledge or task (exposing, procedural, active, etc (1)
Tech Hardware
- CD ROM/ DVD (2)
- Computer
- E-book hardware - e.g. kindle (1)
- Internet (2)
- Laptops (1)
- Mobile/Smartphone (1)
- Multimedia (1 or more) (4)
- Radio (1)
- Tablet (1)
- TV (2)
Tech Software
Tech mechanism
Learning Approach
- _No mention (2)
- Blended learning (1)
- Classroom learning (6)
- Remote learning (1)
Teacher Pedagogy
- _No mention (2)
- Collaboration (1)
- Game-based learning (1)
- Group learning (1)
- Individualised (1)
- Project-based learning (1)
Research methods
Effect size/ heterogeneity
HIC/LMIC
Quality of research
- High: 6+ (6)
- Medium: 4 or above (3)
Geography if specific
- Israel (1)
- The Netherlands (1)
- UK (1)
- USA (2)