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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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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...
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Outcome measure
- Learning (5)
Instructional domain (subject)
- Literacy (1)
- Mathematics (3)
- Multiple (3)
- Science (2)
- STEM (1)
Education Level and Type
- ECE 0-7 (1)
- High school 16-18 (1)
- K-12 (2)
- Primary 7-10 (1)
- Secondary 11-16 (2)
- Tertiary (1)
Groups of students
- _No mention (1)
- At-risk (1)
- EAL (1)
- typically-developing students (2)
Moderating variables
- Country / culture (1)
- Design-type/ testing instruments (1)
- Grade/education level (2)
- Length of time (3)
- Multiple exposures (1)
- Novelty Effect (1)
- School-level factors (1)
- Student characteristics (1)
- Subject (2)
- Teacher involvement (3)
- Teacher pedagogy/implementation (1)
- Teacher professional development (1)
- Tech structure (3)
- Type of instruction methods (student/teacher centered) (1)
- Type of knowledge or task (exposing, procedural, active, etc (1)
Tech Hardware
- Computer (1)
- E-book hardware - e.g. kindle (1)
- Handheld device (1)
- Interactive whiteboards (2)
- Mobile/Smartphone (2)
- Multimedia (1 or more) (3)
- Tablet (2)
- Touch-screen (1)
Tech Software
- Augmented Reality (2)
- Computer-Assisted Instruction (CAI) (1)
- Computer-Based Teaching (CBT) (1)
- Digital Media (audiovisuals) (1)
- E-book software (2)
- Game learning (2)
- General apps (2)
- Graphic organisers/Visualisations (1)
- LMS (1)
- Simulations (1)
- Tutorials (1)
- Virtual manipulatives (1)
- Virtual Reality (2)
Tech mechanism
Learning Approach
- _No mention (1)
- Blended learning (2)
- Classroom learning (2)
Teacher Pedagogy
- _No mention (2)
- Collaboration (1)
- Group learning (2)
- PC mixed with real objects (1)
- Peer learning (1)
Research methods
Effect size/ heterogeneity
HIC/LMIC
- HIC (high income) (2)
- Mixture or unknown (3)
Quality of research
- High: 6+ (4)
- Medium: 4 or above (1)