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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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Meta-analytical research has shown that computer technology can play a significant role in increasing positive learning outcomes of students. Research on this topic has resulted in conflicting findings on academic achievement and other measures of student outcomes. The current meta-analysis sought to assess the level of differences that existed between students being instructed with computer technology versus the academic achievement outcomes of students instructed with traditional methods....
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The English Review Group completed an overarching systematic review of the impact of Information and Communication Technology (ICT) on literacy learning in English in 2002 (Andrews et al., 2002). In this review, a ‘map’ described all the included research in the field. An in-depth sub-review reported on the impact of networked ICT on literacy learning (Andrews et al., 2002). This present review is one of a further four in-depth sub-reviews that address aspects of the overarching question –...
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Outcome measure
- Attitudes (1)
- Behaviour (1)
- Learning (5)
- Motivation (1)
- Socio-emotional learning (1)
Instructional domain (subject)
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Literacy
- Comprehension (1)
- Language (1)
- Reading (3)
- Spelling (2)
- writing (1)
- Mathematics (2)
- Multiple (1)
- Science (2)
- Social Studies (2)
Education Level and Type
- ECE 0-7 (1)
- High school 16-18 (1)
- K-12 (3)
- Middle school (2)
- Primary 7-10 (2)
- Secondary 11-16 (2)
Groups of students
- _No mention (1)
- EAL (1)
- Examination years (1)
- Learning difficulties (1)
- Low socio-economic status (1)
- SEND (2)
- typically-developing students (1)
School or home
- _No mention (1)
- School (4)
Moderating variables
- __ no obvious moderating variables (3)
- Country / culture (1)
- School-level factors (1)
- SEND (1)
- Student characteristics (1)
- Tech structure (1)
Tech Hardware
- Computer (4)
- Handheld device (1)
- Multimedia (1 or more) (2)
Tech Software
- Computer-Assisted Instruction (CAI) (3)
- Game learning (1)
- General apps (2)
- Serious games (1)
- Simulations (1)
- Tutorials (1)
- Word processor (1)
Tech mechanism
- _No mention (4)
Learning Approach
- _No mention (2)
- Classroom learning (2)
Teacher Pedagogy
- _No mention (2)
- Feedback (1)
- Group learning (1)
- Scaffolding (3)
Research methods
Effect size/ heterogeneity
HIC/LMIC
Quality of research
- High: 6+ (4)
- Medium: 4 or above (1)
Geography if specific
- _no mention
- USA (1)