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Previous empirical studies on the effect of scaffolding in game-based learning environments have shown inconsistent findings. In this study, we conducted a meta-analysis to examine the effect of scaffolding in digital game-based learning (DGBL) and to explore a range of moderating factors that may have contributed to the inconsistencies of primary studies. We used the three-level meta-analysis method to analyze the data for handling data non-dependency issues of multiple effect sizes in one...
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The purpose of this research study was to determine the overall effectiveness of computer-based laboratory compared with the traditional hands-on laboratory for improving students’ science academic achievement and attitudes towards science subjects at the college and pre-college levels of education in the United States. Meta-analysis was used to synthesis the findings from 38 primary research studies conducted and/or reported in the United States between 1996 and 2006 that compared the...
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Meta-analytical research has shown that computer technology can play a significant role in increasing positive learning outcomes of students. Research on this topic has resulted in conflicting findings on academic achievement and other measures of student outcomes. The current meta-analysis sought to assess the level of differences that existed between students being instructed with computer technology versus the academic achievement outcomes of students instructed with traditional methods....
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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 = +...
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Outcome measure
- Attitudes (2)
- Behaviour (1)
- Learning (5)
- Motivation (1)
- Socio-emotional learning (1)
Instructional domain (subject)
- Computing (1)
- Languages (1)
- Literacy (1)
- Mathematics (3)
- Multiple (1)
- Science
- Social Studies (2)
Education Level and Type
- ECE 0-7 (1)
- High school 16-18 (1)
- K-12 (2)
- Primary 7-10 (1)
- Secondary 11-16 (2)
- Tertiary (3)
Groups of students
- Low-performing (1)
- SEND (1)
- typically-developing students (1)
School or home
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- School (2)
Moderating variables
Tech Hardware
- Computer (5)
- Multimedia (1 or more) (1)
Tech Software
Tech mechanism
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- Feedback (1)
- Gamification (1)
Learning Approach
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Teacher Pedagogy
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- Group learning (1)
- Peer learning (1)
- Scaffolding (1)
Research methods
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Geography if specific
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