Your search
Results 5 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...
-
Based on systematic research of studies published since the year 2000, this comprehensive metaanalysis investigated how the use of technology can enhance learning in secondary school mathematics and science (grade levels 5–13). All studies (k ¼ 92) compared learning outcomes of students using digital tools to those of a control group taught without the use of digital tools. Overall, digital tool use had a positive effect on student learning outcomes (g ¼ 0.65, p < .001). The provision of...
Explore
Outcome measure
- Engagement (1)
- Learning (5)
- Qualification (1)
- Socio-emotional learning (1)
Instructional domain (subject)
- Mathematics (2)
- Multiple
- Science (2)
- STEM (1)
Education Level and Type
- High school 16-18 (1)
- K-12 (2)
- Primary 7-10 (2)
- Secondary 11-16 (3)
Groups of students
- _No mention (1)
- EAL (1)
- SEND (2)
- typically-developing students (1)
School or home
- School (2)
Moderating variables
- __ no obvious moderating variables (1)
- Country / culture (1)
- Design-type/ testing instruments (1)
- Grade/education level (2)
- Length of time (2)
- Novelty Effect (1)
- Student characteristics (1)
- Subject (2)
- Teacher involvement (1)
- Teacher pedagogy/implementation (1)
- Teacher professional development (1)
- Tech structure (2)
- Type of instruction methods (student/teacher centered) (1)
- Type of knowledge or task (exposing, procedural, active, etc (1)
Tech Hardware
- Assistive Devices for SEND (1)
- Computer (2)
- Handheld device (2)
- Infrastructure (1)
- Interactive whiteboards (2)
- Laptops (1)
- Mobile/Smartphone (2)
- Multimedia (1 or more) (2)
- Tablet (3)
Tech Software
- Augmented Reality (2)
- Computer-Assisted Instruction (CAI) (1)
- Computer-Based Teaching (CBT) (3)
- Digital Media (audiovisuals) (2)
- E-book software (1)
- Game learning (2)
- General apps (3)
- Graphic organisers/Visualisations (1)
- LMS (2)
- Simulations (1)
- Tutorials (1)
- Virtual manipulatives (1)
- Virtual Reality (2)
Tech mechanism
- Cooperative learning (e.g. discussion areas) (2)
- Direct instruction (1)
- Drill and practice (1)
- Feedback (2)
- Gamification (2)
- Graphic modelling (1)
- Instructional supports/Demos: worked out examples (1)
- Multimedia effects (1)
- Personalization effect (1)
- Scaffolding/Varying difficulty levels (1)
- Virtual pen and notetaking (1)
Learning Approach
- _No mention (1)
- Blended learning (1)
- Classroom learning (1)
Teacher Pedagogy
- _No mention (1)
- Collaboration (2)
- Feedback (1)
- Group learning (1)
- PC mixed with real objects (2)
- Peer learning (1)
Research methods
Effect size/ heterogeneity
HIC/LMIC
- HIC (high income) (2)
- LMIC (middle/low) (1)
- Mixture or unknown (2)
Quality of research
- High: 6+ (2)
- Medium: 4 or above (2)