Your search
Results 4 resources
-
This study seeks scientometric, content and co-occurrence analysis of systematic review and Meta-analysis articles in the feld of gamifcation in education. In terms of purpose, this is an applied study and regarding type, it is a scientometric and co�occurrence analysis. The researchers conducted a search in WoS, Scopus and Pub�Med databases. The abstract and full text of 25 out of 71 articles were selected to be included in the study. Then, the citation and altmetrics indicators were...
-
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,...
-
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...
-
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...
Explore
Outcome measure
- Engagement (1)
- Learning (4)
- Motivation (1)
Instructional domain (subject)
- Literacy (2)
- Mathematics (3)
- Multiple (4)
- Science (2)
- Social Studies (1)
- STEM (3)
Education Level and Type
- High school 16-18 (1)
- K-12 (1)
- Middle school (1)
- Primary 7-10 (1)
- Secondary 11-16 (2)
- Tertiary (2)
Groups of students
School or home
- _No mention (1)
- School (1)
Moderating variables
- Assessments (1)
- Country / culture (2)
- Feedback (1)
- Length of time (2)
- Multiple exposures (2)
- Novelty Effect (1)
- Peer involvement/group learning (1)
- School-level factors (1)
- Student characteristics (1)
- Subject (1)
- Teacher involvement (1)
- Teacher professional development (1)
- Tech structure (3)
Tech Hardware
Tech Software
- Clicker-integrated instruction (1)
- Game learning (3)
- General apps (2)
- Serious games (1)
- Simulations (1)
- Tutorials (1)
- Virtual Reality (1)
Tech mechanism
- Feedback (1)
- Gamification (1)
Learning Approach
- _No mention (1)
- Classroom learning (1)
Teacher Pedagogy
- _No mention (2)
- Feedback (1)
- Group learning (2)
- Peer learning (1)
Research methods
Effect size/ heterogeneity
HIC/LMIC
- HIC (high income) (3)
- Mixture or unknown (2)
Quality of research
Geography if specific
- _no mention (2)
- Mixture (1)
- Taiwan (1)
- Turkey (1)