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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...
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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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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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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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We performed searches in referenced databases such as ScienceDirect and PubMed for articles published from 2007 to 2011 in scientific journals or as proceedings of conferences and symposia and relating primarily to the fields of cognitive science, psychology, human–computer interaction and education, but also other scientific fields such as medicine or engineering in which training has been performed using SGs or VGs.
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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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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...
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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
- Engagement (1)
- Learning (11)
- Motivation (1)
Instructional domain (subject)
Education Level and Type
- ECE 0-7 (2)
- High school 16-18 (2)
- Informal education (1)
- K-12 (9)
- Middle school (1)
- Primary 7-10 (3)
- Secondary 11-16 (1)
- Tertiary (4)
Groups of students
- _No mention (2)
- At-risk (2)
- EAL (5)
- Learning difficulties (2)
- Low-performing (4)
- Low socio-economic status (5)
- SEND (3)
School or home
- _No mention (2)
- Home (1)
- Mixture (2)
- School (7)
Moderating variables
- Assessments (2)
- Attainment level of students (1)
- Country / culture (1)
- Design-type/ testing instruments (6)
- Ethnicity (1)
- Feedback (1)
- Gender (1)
- Grade/education level (5)
- Implementation fidelity (1)
- Length of time (8)
- Multiple exposures (3)
- Novelty Effect (2)
- Peer involvement/group learning (3)
- SEND (1)
- Socio-economic status (1)
- Student characteristics (2)
- Subject (3)
- Teacher involvement (3)
- Teacher pedagogy/implementation (1)
- Teacher professional development (1)
- Tech structure (1)
- Type of instruction methods (student/teacher centered) (3)
- Type of knowledge or task (exposing, procedural, active, etc (3)
Tech Hardware
- CD ROM/ DVD (2)
- Computer (9)
- E-book hardware - e.g. kindle (1)
- Interactive whiteboards (1)
- Internet (2)
- Laptops (1)
- Mobile/Smartphone (2)
- Multimedia (1 or more) (8)
- Radio (1)
- Tablet (2)
- TV (2)
Tech Software
- Audio books (2)
- Augmented Reality (1)
- Clicker-integrated instruction (1)
- Computer-Assisted Instruction (CAI) (4)
- Computer-Based Teaching (CBT) (3)
- Digital Media (audiovisuals) (4)
- E-book software (3)
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- LMS (3)
- Serious games (2)
- Virtual manipulatives (1)
Tech mechanism
- Cooperative learning (e.g. discussion areas) (3)
- Direct instruction (1)
- Drill and practice (1)
- Feedback (7)
- Gamification (3)
- Instructional supports/Demos: worked out examples (5)
- Multimedia effects (3)
- Research/Homework/Assignments (1)
- Scaffolding/Varying difficulty levels (4)
- Virtual pen and notetaking (1)
Learning Approach
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- Remote learning (1)
Teacher Pedagogy
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- Collaboration (3)
- Feedback (2)
- Game-based learning (3)
- Group learning (4)
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- Peer learning (2)
- Project-based learning (1)
- Scaffolding (1)
Research methods
Effect size/ heterogeneity
HIC/LMIC
- HIC (high income) (7)
- Mixture or unknown (8)
Quality of research
- High: 6+ (9)
- Low: 3 or below (1)
- Medium: 4 or above (5)