Your search
Results 13 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...
-
Background: The array of availability of diverse digital reading applications, the mixed results emerging from small-scale experimental studies, as well as the long-standing tradition and range of known positive developmental outcomes gained from adultchild storybook reading warrant an investigation into electronic storybooks (e-books) by performing a meta-analysis, which includes recent studies.
-
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,...
-
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...
-
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,...
-
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,...
-
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)...
-
It is assumed that serious games influences learning in 2 ways, by changing cognitive processes and by affecting motivation. However, until now research has shown little evidence for these assumptions. We used meta-analytic techniques to investigate whether serious games are more effective in terms of learning and more motivating than conventional instruction methods (learning: k ϭ 77, N ϭ 5,547; motivation: k ϭ 31, N ϭ 2,216). Consistent with our hypotheses, serious games were found to be...
-
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 (13)
- Motivation (1)
Instructional domain (subject)
- Computing (1)
- Literacy (7)
- Mathematics (3)
- Multiple (5)
- Science (2)
- Social Studies (1)
- STEM (1)
Education Level and Type
- ECE 0-7 (3)
- High school 16-18 (4)
- K-12 (6)
- Middle school (2)
- Primary 7-10 (6)
- Secondary 11-16 (4)
- Tertiary (4)
Groups of students
- _No mention (3)
- At-risk (1)
- EAL (4)
- Examination years (1)
- Learning difficulties (2)
- Low-performing (4)
- Low socio-economic status (4)
- SEND (3)
- typically-developing students (1)
School or home
- _No mention (3)
- Home (2)
- Mixture (2)
- School (5)
Moderating variables
- __ no obvious moderating variables (1)
- Assessments (2)
- Attainment level of students (1)
- Country / culture (1)
- Design-type/ testing instruments (4)
- Ethnicity (1)
- Feedback (1)
- Gender (1)
- Grade/education level (4)
- Implementation fidelity (1)
- Length of time (5)
- Multiple exposures (3)
- Novelty Effect (1)
- Parent/carer involvement (1)
- Peer involvement/group learning (3)
- School-level factors (1)
- SEND (1)
- Student characteristics (4)
- Subject (1)
- Teacher involvement (3)
- Teacher professional development (1)
- Tech structure (4)
- Type of instruction methods (student/teacher centered) (2)
- Type of knowledge or task (exposing, procedural, active, etc (1)
Tech Hardware
- CD ROM/ DVD (2)
- Computer (9)
- E-book hardware - e.g. kindle (2)
- Handheld device (3)
- Internet (2)
- Mobile/Smartphone (1)
- Multimedia (1 or more)
- Radio (1)
- Tablet (3)
- Touch-screen (2)
- TV (2)
Tech Software
- Audio books (2)
- Clicker-integrated instruction (1)
- Computer-Assisted Instruction (CAI) (2)
- Digital Media (audiovisuals) (3)
- E-book software (3)
- Game learning (3)
- General apps (4)
- Graphic organisers/Visualisations (3)
- Intelligent Tutoring (1)
- LMS (1)
- Serious games (2)
- Simulations (2)
- Tutorials (1)
- Virtual Reality (1)
- Word processor (1)
Tech mechanism
Learning Approach
- _No mention (3)
- Blended learning (1)
- Classroom learning (6)
- Remote learning (1)
Teacher Pedagogy
- _No mention (4)
- Collaboration (1)
- Feedback (1)
- Game-based learning (2)
- Group learning (3)
- Peer learning (1)
- Scaffolding (2)
Research methods
Effect size/ heterogeneity
HIC/LMIC
- HIC (high income) (5)
- Mixture or unknown (8)
Quality of research
- High: 6+ (9)
- Medium: 4 or above (5)
Geography if specific
- _no mention (3)
- Israel (1)
- Mixture (1)
- Taiwan (1)
- The Netherlands (2)
- Turkey (1)
- UK (1)
- USA (2)