Your search
Results 11 resources
-
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...
-
Clickers, formerly known as instant response systems, have gradually become an integral part of the classroom. Though several reviews on research into clicker-integrated instruction have been published within this decade, the controversy over whether clickerintegrated instruction is effective to enhance students' learning gains has not been settled because the early reviews mainly focus on students' perceptions toward and acceptance of clicker-integrated instruction. Furthermore, so far...
-
In this meta-analysis, we systematically reviewed research on digital games and learning for K–16 students. We synthesized comparisons of game versus nongame conditions (i.e., media comparisons) and comparisons of augmented games versus standard game designs (i.e., value-added comparisons). We used random-effects meta-regression models with robust variance estimates to summarize overall effects and explore potential moderator effects. Results from media comparisons indicated that digital...
-
In this meta-analysis, we investigated the effects of methods for providing item-based feedback in a computer-based environment on students’ learning outcomes. From 40 studies, 70 effect sizes were computed, which ranged from −0.78 to 2.29. A mixed model was used for the data analysis. The results show that elaborated feedback (EF; e.g., providing an explanation) produced larger effect sizes (0.49) than feedback regarding the correctness of the answer (KR; 0.05) or providing the correct...
-
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...
-
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)...
-
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...
Explore
Outcome measure
- Learning (10)
Instructional domain (subject)
Education Level and Type
- High school 16-18 (1)
- Informal education (1)
- K-12 (8)
- Primary 7-10 (1)
- Secondary 11-16 (2)
- Tertiary (4)
Groups of students
- _No mention (2)
- At-risk (1)
- EAL (2)
- Low-performing (1)
- Low socio-economic status (3)
School or home
- _No mention (1)
- Home (1)
- Mixture (1)
- School (8)
Moderating variables
- Assessments (2)
- Attainment level of students (1)
- Country / culture (1)
- Design-type/ testing instruments (7)
- Ethnicity (1)
- Feedback (1)
- Gender (1)
- Grade/education level (5)
- Length of time
- Multiple exposures (1)
- Novelty Effect (2)
- Peer involvement/group learning (2)
- SEND (1)
- Socio-economic status (1)
- Student characteristics (2)
- Subject (4)
- Teacher involvement (2)
- Teacher pedagogy/implementation (1)
- Tech structure (2)
- Type of instruction methods (student/teacher centered) (2)
- Type of knowledge or task (exposing, procedural, active, etc (3)
Tech Hardware
- Computer (9)
- Interactive whiteboards (1)
- Internet (1)
- Laptops (1)
- Mobile/Smartphone (1)
- Multimedia (1 or more) (5)
- Tablet (1)
Tech Software
- Augmented Reality (1)
- Clicker-integrated instruction (1)
- Computer Algebra Systems (1)
- Computer-Assisted Instruction (CAI) (5)
- Computer-Based Teaching (CBT) (3)
- Digital Media (audiovisuals) (2)
- E-book software (1)
- Game learning (2)
- General apps (2)
- Graphic organisers/Visualisations (2)
- Intelligent Tutoring (1)
- LMS (3)
- Virtual manipulatives (1)
- Virtual Reality (1)
Tech mechanism
- Cooperative learning (e.g. discussion areas) (3)
- Direct instruction (1)
- Drill and practice (1)
- Feedback (7)
- Gamification (2)
- Instructional supports/Demos: worked out examples (3)
- Multimedia effects (1)
- Research/Homework/Assignments (1)
- Scaffolding/Varying difficulty levels (3)
- Virtual pen and notetaking (1)
Learning Approach
- _No mention (1)
- Blended learning (2)
- Classroom learning (7)
- Remote learning (1)
Teacher Pedagogy
- _No mention (1)
- Collaboration (3)
- Feedback (2)
- Game-based learning (1)
- Group learning (3)
- Individualised (1)
- PC mixed with real objects (1)
- Peer learning (2)
- Project-based learning (1)
- Scaffolding (1)
Research methods
Effect size/ heterogeneity
HIC/LMIC
- HIC (high income) (5)
- Mixture or unknown (9)
Quality of research
- High: 6+ (9)
- Medium: 4 or above (3)