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Language abilities in the early years are a strong predictor of children’s success in school. However, a considerable number of children enter school with poor language skills. Therefore, one of the most important but also challenging mandates of early childhood education and care [ECEC] is to promote these skills before school enrolment. Meta-analytic evidence suggests that shared book reading is a valuable tool to narrow this gap in the early years. In the digital age, ebooks might offer...
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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...
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The technological developments of the twenty-first century have enabled the emergence of alternative teaching-learning models and instructional tools. One of the concepts brought about by such developments is mobile learning. The aim of this study was to test the effect of mobile learning on students’ mathematics achievement. A systematic database search that included the Academic Search Complete, Education Resources Information Center (ERIC), EBSCO, JSTOR, ScienceDirect, Taylor & Francis...
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The purpose of this work was to meta-analyze empirical evidence about the effectiveness of digital-based interventions for students with mathematical learning difficulties. Furthermore, we investigated whether the school level of the participants and the software instructional approach were decisive modulated factors. A systematic search of randomized controlled studies published between 2003 and 2019 was conducted. A total of 15 studies with 1073 participants met the study selection...
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Outcome measure
- Learning (5)
Instructional domain (subject)
- Literacy (1)
- Mathematics (3)
- Multiple (2)
- Science (1)
Education Level and Type
- ECE 0-7 (2)
- High school 16-18 (2)
- K-12 (1)
- Primary 7-10 (3)
- Secondary 11-16 (2)
- Tertiary (1)
Groups of students
- At-risk (1)
- SEND (2)
- typically-developing students (1)
Moderating variables
- __ no obvious moderating variables (1)
- Grade/education level (1)
- Length of time (2)
- Multiple exposures (1)
- School-level factors (1)
- SEND (1)
- Student characteristics (2)
- Subject (1)
- Teacher involvement (2)
- Tech structure (2)
Tech Hardware
- Computer (1)
- E-book hardware - e.g. kindle (1)
- Handheld device (2)
- Interactive whiteboards (1)
- Mobile/Smartphone (1)
- Multimedia (1 or more) (3)
- Tablet (2)
- Touch-screen (1)
Tech Software
- Augmented Reality (2)
- Computer-Based Teaching (CBT) (1)
- E-book software (1)
- Game learning (2)
- Virtual Reality (1)
Tech mechanism
Learning Approach
- _No mention (1)
- Blended learning (1)
- Classroom learning (1)
Teacher Pedagogy
- _No mention (2)
- Collaboration (1)
- Feedback (1)
- Group learning (1)
- PC mixed with real objects (1)
Research methods
Effect size/ heterogeneity
HIC/LMIC
Quality of research
- High: 6+ (3)
- Medium: 4 or above (2)