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Background: The array of availability of diverse digital reading applications, the mixed results emerging from small-scale experimental studies, as well as the long-standing tradition and range of known positive developmental outcomes gained from adultchild storybook reading warrant an investigation into electronic storybooks (e-books) by performing a meta-analysis, which includes recent studies.
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This meta-analysis examines the inconsistent findings across experimental studies that compared children’s learning outcomes with digital and paper books. We quantitatively reviewed 39 studies reported in 30 articles (n = 1,812 children) and compared children’s story comprehension and vocabulary learning in relation to medium (reading on paper versus on-screen), design enhancements in digital books, the presence of a dictionary, and adult support for children aged between 1 and 8 years. The...
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The present review examines research on the effects of educational technology applications on mathematics achievement in K-12 classrooms. Unlike previous reviews, this review applies consistent inclusion standards to focus on studies that met high methodological standards. In addition, methodological and substantive features of the studies are investigated to examine the relationship between educational technology applications and study features. A total of 74 qualified studies were included...
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The purpose of this review is to learn from rigorous evaluations of alternative technology applications how features of using technology programs and characteristics of their evaluations affect reading outcomes for students in grades K-12. The review applies consistent inclusion standards to focus on studies that met high methodological standards. A total of 84 qualifying studies based on over 60,000 K-12 participants were included in the final analysis. Consistent with previous reviews of...
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Since its advent word processing has become a common writing tool, providing potential advantages over writing by hand. Word processors permit easy revision, produce legible characters quickly, and may provide additional supports (e.g., spellcheckers, speech recognition). Such advantages should remedy common difficulties among weaker writers/readers in grades 1–12. Based on 27 studies with weaker writers, 20 of which were not considered in prior reviews, findings from this meta-analysis...
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Outcome measure
- Learning (4)
- Motivation (1)
Instructional domain (subject)
- Literacy (4)
- Mathematics (1)
Education Level and Type
- ECE 0-7 (2)
- K-12 (2)
- Primary 7-10 (3)
- Secondary 11-16 (1)
Groups of students
- At-risk (1)
- EAL (2)
- Learning difficulties (1)
- Low-performing (1)
- Low socio-economic status
- SEND (1)
Moderating variables
- Design-type/ testing instruments (2)
- Ethnicity (1)
- Gender (1)
- Grade/education level (2)
- Length of time (2)
- Parent/carer involvement (2)
- SEND (1)
- Socio-economic status (1)
- Teacher involvement
- Tech structure (1)
Tech Hardware
- Computer (2)
- E-book hardware - e.g. kindle (2)
- Handheld device (2)
- Multimedia (1 or more) (3)
- Tablet (1)
- Touch-screen (1)
Tech Software
- Computer-Assisted Instruction (CAI) (2)
- E-book software (2)
- General apps (1)
- LMS (2)
- Word processor (1)
Tech mechanism
Learning Approach
Teacher Pedagogy
- Scaffolding (1)
Research methods
Effect size/ heterogeneity
HIC/LMIC
- HIC (high income) (2)
- Mixture or unknown (2)
Quality of research
- High: 6+ (5)