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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...
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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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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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Outcome measure
- Learning (7)
Instructional domain (subject)
- Literacy (2)
- Mathematics (3)
- Multiple (2)
- Science (1)
Education Level and Type
- Informal education (1)
- K-12 (7)
- Secondary 11-16 (1)
- Tertiary (3)
Groups of students
- EAL (3)
- Low-performing (2)
- Low socio-economic status (2)
- SEND (1)
School or home
- _No mention (1)
- Home (1)
- School (5)
Moderating variables
- Assessments (1)
- Attainment level of students (1)
- Country / culture (1)
- Design-type/ testing instruments
- Ethnicity (1)
- Gender (1)
- Grade/education level (3)
- Implementation fidelity (1)
- Length of time (7)
- Novelty Effect (1)
- Peer involvement/group learning (1)
- SEND (1)
- Socio-economic status (1)
- Student characteristics (1)
- Subject (1)
- Teacher involvement (3)
- Teacher pedagogy/implementation (1)
- Teacher professional development (1)
- Tech structure (1)
- Type of instruction methods (student/teacher centered) (2)
- Type of knowledge or task (exposing, procedural, active, etc (2)
Tech Hardware
- Computer (7)
- Interactive whiteboards (1)
- Internet (1)
- Mobile/Smartphone (1)
- Multimedia (1 or more) (4)
- Tablet (1)
Tech Software
- Augmented Reality (1)
- Computer Algebra Systems (1)
- Computer-Assisted Instruction (CAI) (6)
- Computer-Based Teaching (CBT) (1)
- Digital Media (audiovisuals) (2)
- E-book software (1)
- Game learning (1)
- General apps (2)
- Graphic organisers/Visualisations (2)
- Intelligent Tutoring (1)
- LMS (3)
- Virtual manipulatives (1)
Tech mechanism
Learning Approach
- _No mention (1)
- Blended learning (2)
- Classroom learning (5)
- Remote learning (1)
Teacher Pedagogy
- _No mention (1)
- Collaboration (2)
- Game-based learning (1)
- Group learning (1)
- PC mixed with real objects (1)
- Peer learning (1)
- Scaffolding (1)
Research methods
Effect size/ heterogeneity
HIC/LMIC
- HIC (high income) (4)
- Mixture or unknown (7)
Quality of research
- High: 6+ (7)
- Medium: 4 or above (2)