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Digital game-based learning (DGBL) is known to be widely used for improving learning in various fields. Among the elements of DGBL, competition has been very controversial. This meta-analysis, which included 25 articles written between 2008 and 2019, revealed that DGBL has produced improvements for learning outcomes with an overall effect size of .386. In addition, we explored multiple moderators to understand how competition in DGBL influenced student learning for different learners,...
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This meta-analysis maps the evidence on the effectiveness of instructional approaches and conditions for learning computer programming under three study conditions: (a) Studies focusing on the effectiveness of programming interventions per se, (b) studies focusing on the effectiveness of visualization and physicality, and (c) studies focusing on the effectiveness of dominant instructional approaches. Utilizing the data from 139 interventions and 375 effect sizes, we found (a) a strong effect...
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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 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
Instructional domain (subject)
- Computing (2)
- Literacy (4)
- Mathematics (1)
- Multiple (2)
- Science (1)
- Social Studies (1)
Education Level and Type
- ECE 0-7 (1)
- High school 16-18 (2)
- K-12 (3)
- Middle school (2)
- Primary 7-10 (2)
- Secondary 11-16 (2)
- Tertiary (1)
Groups of students
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- EAL (2)
- Examination years (1)
- Low-performing (1)
- Low socio-economic status (1)
- SEND (1)
- typically-developing students (1)
School or home
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- School (4)
Moderating variables
- __ no obvious moderating variables (1)
- Country / culture (2)
- Design-type/ testing instruments (2)
- Ethnicity (1)
- Gender (1)
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- Type of instruction methods (student/teacher centered) (1)
- Type of knowledge or task (exposing, procedural, active, etc (1)
Tech Hardware
- Computer (4)
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- Multimedia (1 or more) (4)
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Tech Software
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- Computer-Assisted Instruction (CAI) (3)
- Computer-Based Teaching (CBT) (2)
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- General apps
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Tech mechanism
Learning Approach
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- Classroom learning (4)
Teacher Pedagogy
- _No mention (2)
- Collaboration (1)
- Group learning (2)
- PC mixed with real objects (1)
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Research methods
Effect size/ heterogeneity
HIC/LMIC
- HIC (high income) (4)
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Quality of research
- High: 6+ (3)
- Medium: 4 or above (2)