Your search
Results 5 resources
-
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...
-
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,...
Explore
Outcome measure
- Learning (5)
Instructional domain (subject)
Education Level and Type
- ECE 0-7 (1)
- K-12 (3)
- Primary 7-10 (1)
- Tertiary (2)
Groups of students
- _No mention (1)
- At-risk (1)
- EAL (2)
- Learning difficulties (1)
- Low-performing (1)
- Low socio-economic status (2)
- SEND (1)
School or home
- _No mention (1)
- Mixture (2)
- School (3)
Moderating variables
- Assessments (2)
- Country / culture (1)
- Design-type/ testing instruments (2)
- Feedback (1)
- Grade/education level (2)
- Length of time (4)
- Multiple exposures (2)
- Novelty Effect (2)
- Peer involvement/group learning (2)
- Student characteristics (1)
- Subject (2)
- Teacher pedagogy/implementation (1)
- Tech structure (1)
- Type of instruction methods (student/teacher centered) (2)
- Type of knowledge or task (exposing, procedural, active, etc (1)
Tech Hardware
- CD ROM/ DVD (1)
- Computer (3)
- E-book hardware - e.g. kindle (1)
- Interactive whiteboards (1)
- Laptops (1)
- Mobile/Smartphone (1)
- Multimedia (1 or more) (3)
- Radio (1)
- Tablet (1)
- TV (1)
Tech Software
- Audio books (1)
- Augmented Reality (1)
- Clicker-integrated instruction (1)
- Computer-Assisted Instruction (CAI) (1)
- Computer-Based Teaching (CBT) (2)
- Digital Media (audiovisuals) (2)
- E-book software (2)
- Game learning (1)
- General apps (1)
- Graphic organisers/Visualisations (2)
- LMS (1)
- Virtual manipulatives (1)
Tech mechanism
- Cooperative learning (e.g. discussion areas) (3)
- Direct instruction (1)
- Drill and practice (1)
- Feedback (4)
- Gamification (1)
- Instructional supports/Demos: worked out examples (1)
- Multimedia effects (2)
- Research/Homework/Assignments (1)
- Scaffolding/Varying difficulty levels (2)
- Virtual pen and notetaking (1)
Learning Approach
- _No mention (2)
- Blended learning (1)
- Classroom learning (3)
Teacher Pedagogy
- _No mention (1)
- Collaboration (3)
- Feedback (1)
- 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) (3)
- Mixture or unknown (2)
Quality of research
- High: 6+ (3)
- Medium: 4 or above (2)