Your search
Results 6 resources
-
The present meta-analysis challenges the notion that young children necessarily need adult scaffolding in order to understand a narrative story and learn words as long as they encounter optimally designed multimedia stories. Including 29 studies and 1272 children, multimedia stories were found more beneficial than encounters with traditional story materials that did not include the help of an adult for story comprehension (g+ = 0.40, k = 18) as well as vocabulary (g+ = 0.30, k = 11). However,...
-
Identifying effective literacy instruction programs has been a focal point for governments, educators and parents over the last few decades (Ontario Ministry of Education, 2004, 2006; Council of Ontario Directors of Education, 2011). Given the increasing use of computer technologies in the classroom and in the home, a variety of information communication technology (ICT) interventions for learning have been introduced. Meta-analyses comparing the impact of these programs on learning,...
-
This article reports the results of a meta-analysis of technology-based intervention studies for children with autism spectrum disorders. We conducted a systematic review of research that used a pre–post design to assess innovative technology interventions, including computer programs, virtual reality, and robotics. The selected studies provided interventions via a desktop computer, interactive DVD, shared active surface, and virtual reality. None employed robotics. The results provide...
-
This study examines the impact of computer technology (CT) on mathematics education in K-12 classrooms through a systematic review of existing literature. A metaanalysis of 85 independent effect sizes extracted from 46 primary studies involving a total of 36,793 learners indicated statistically significant positive effects of CT on mathematics achievement. In addition, several characteristics of primary studies were identified as having effects. For example, CT showed advantage in promoting...
Explore
Outcome measure
- Behaviour (1)
- Learning (6)
- Socio-emotional learning (1)
Instructional domain (subject)
- Literacy (5)
- Mathematics (1)
- Multiple (1)
- Social Studies (1)
Education Level and Type
- ECE 0-7 (3)
- Informal education (1)
- K-12 (4)
- Primary 7-10 (2)
- Tertiary (1)
Groups of students
- At-risk (1)
- EAL (3)
- Learning difficulties (3)
- Low-performing (3)
- Low socio-economic status (3)
- SEND
School or home
- _No mention (1)
- Mixture (1)
- School (2)
Moderating variables
Tech Hardware
- CD ROM/ DVD (3)
- Computer (6)
- E-book hardware - e.g. kindle (1)
- Internet (1)
- Mobile/Smartphone (1)
- Multimedia (1 or more) (3)
- Radio (1)
- Tablet (1)
- TV (2)
Tech Software
- Audio books (2)
- Computer-Assisted Instruction (CAI) (3)
- Digital Media (audiovisuals) (2)
- E-book software (2)
- Game learning (1)
- General apps (1)
- Graphic organisers/Visualisations (3)
- Robotics (1)
- Virtual Reality (1)
Tech mechanism
Learning Approach
- _No mention (2)
- Blended learning (1)
- Classroom learning (3)
- Remote learning (1)
Teacher Pedagogy
- _No mention (3)
Research methods
Effect size/ heterogeneity
HIC/LMIC
- HIC (high income) (2)
- Mixture or unknown (4)
Quality of research
- High: 6+ (4)
- Low: 3 or below (1)
- Medium: 4 or above (1)
Geography if specific
- Israel (1)
- The Netherlands (1)
- UK (1)
- USA (1)