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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...
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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,...
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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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This review describes a meta-analysis of findings from 50 controlled evaluations of intelligent computer tutoring systems. The median effect of intelligent tutoring in the 50 evaluations was to raise test scores 0.66 standard deviations over conventional levels, or from the 50th to the 75th percentile. However, the amount of improvement found in an evaluation depended to a great extent on whether improvement was measured on locally developed or standardized tests, suggesting that alignment...
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In this study, we meta-analyzed empirical research of the effectiveness of intelligent tutoring systems (ITS) on K–12 students’ mathematical learning. A total of 26 reports containing 34 independent samples met study inclusion criteria. The reports appeared between 1997 and 2010. The majority of included studies compared the effectiveness of ITS with that of regular classroom instruction. A few studies compared ITS with human tutoring or homework practices. Among the major findings are (a)...
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The purpose of this study was to conduct a meta-study of computer-assisted instruction (CAI) studies in mathematics for students with learning disabilities (LD) focusing on examining the effects of CAI on the mathematics performance of students with LD. This study examined a total of 11 mathematics CAI studies, which met the study selection criterion, for students with LD at the elementary and secondary levels and analyzed them in terms of their comparability and effect sizes. Overall, this...
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Outcome measure
- Engagement (1)
- Learning
- Motivation (1)
Instructional domain (subject)
- Computing (1)
- Languages (1)
- Literacy (3)
- Mathematics
- Multiple (5)
- Science (4)
- Social Studies (1)
- STEM (2)
Education Level and Type
- High school 16-18 (2)
- K-12 (5)
- Middle school (1)
- Primary 7-10 (2)
- Secondary 11-16 (3)
- Tertiary (2)
Groups of students
- _No mention (3)
- At-risk (1)
- Learning difficulties (1)
- Low-performing (1)
- Low socio-economic status (1)
- SEND (1)
- typically-developing students (1)
School or home
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- Home (1)
- Mixture (1)
- School (3)
Moderating variables
- Assessments (1)
- Attainment level of students (1)
- Country / culture (2)
- Design-type/ testing instruments (1)
- Length of time (3)
- Multiple exposures (1)
- School-level factors (1)
- Student characteristics (1)
- Subject (2)
- Teacher involvement (1)
- Teacher professional development (1)
- Tech structure (3)
- Type of knowledge or task (exposing, procedural, active, etc (1)
Tech Hardware
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- Internet (1)
- Laptops (1)
- Multimedia (1 or more) (4)
Tech Software
Tech mechanism
Learning Approach
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- Blended learning (1)
- Classroom learning (3)
- Remote learning (1)
Teacher Pedagogy
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- Collaboration (1)
- Game-based learning (1)
- Group learning (2)
- Individualised (1)
- Project-based learning (1)
Research methods
Effect size/ heterogeneity
HIC/LMIC
Quality of research
- High: 6+ (2)
- Medium: 4 or above (5)
Geography if specific
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