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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...
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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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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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Outcome measure
- Learning (4)
Instructional domain (subject)
- Literacy (2)
- Mathematics (1)
- Multiple (2)
Education Level and Type
- ECE 0-7 (1)
- K-12 (4)
- Primary 7-10 (1)
Groups of students
- _No mention (1)
- EAL (3)
- Learning difficulties (1)
- Low-performing (1)
- Low socio-economic status (3)
- SEND (1)
Moderating variables
- Country / culture (1)
- Design-type/ testing instruments (3)
- Ethnicity (1)
- Gender (1)
- Grade/education level
- Length of time (4)
- Multiple exposures (1)
- Novelty Effect (1)
- SEND (1)
- Socio-economic status (1)
- Subject (2)
- Teacher involvement (2)
- Teacher pedagogy/implementation (1)
- Type of instruction methods (student/teacher centered) (1)
- Type of knowledge or task (exposing, procedural, active, etc (2)
Tech Hardware
- CD ROM/ DVD (1)
- Computer (4)
- E-book hardware - e.g. kindle (1)
- Interactive whiteboards (1)
- Mobile/Smartphone (1)
- Multimedia (1 or more) (2)
- Radio (1)
- Tablet (1)
- TV (1)
Tech Software
Tech mechanism
Learning Approach
- _No mention (1)
- Blended learning (1)
- Classroom learning (4)
Teacher Pedagogy
- _No mention (1)
- Collaboration (1)
- Feedback (1)
- Group learning (1)
- PC mixed with real objects (1)
- Peer learning (1)
Research methods
Effect size/ heterogeneity
HIC/LMIC
- HIC (high income) (4)
- Mixture or unknown (3)
Quality of research
- High: 6+ (5)