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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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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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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
- Learning (5)
Instructional domain (subject)
- Languages (1)
- Literacy (1)
- Mathematics
- Multiple (3)
- Science (3)
- Social Studies (1)
- STEM (1)
Education Level and Type
- High school 16-18 (2)
- K-12 (4)
- Middle school (1)
- Primary 7-10 (2)
- Secondary 11-16 (3)
Groups of students
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- At-risk (1)
- Learning difficulties (1)
- Low-performing (1)
- Low socio-economic status (2)
- SEND (1)
- typically-developing students (1)
School or home
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- Home (1)
- Mixture (1)
- School (4)
Moderating variables
- Attainment level of students (1)
- Country / culture (1)
- Design-type/ testing instruments (2)
- Grade/education level (1)
- Length of time (3)
- School-level factors (1)
- Socio-economic status (1)
- Student characteristics (1)
- Subject (1)
- Teacher involvement (2)
- Teacher professional development (1)
- Tech structure (2)
- Type of knowledge or task (exposing, procedural, active, etc (1)
Tech Hardware
- Computer (4)
- Internet (1)
- Laptops (1)
- Multimedia (1 or more) (3)
Tech Software
- Computer-Assisted Instruction (CAI) (2)
- Computer-Based Teaching (CBT) (1)
- Digital Media (audiovisuals) (1)
- Game learning (2)
- General apps (2)
- Graphic organisers/Visualisations (1)
- Intelligent Tutoring (1)
- LMS (1)
- Serious games (1)
- Simulations (1)
- Tutorials (1)
- Virtual Reality (1)
Tech mechanism
Learning Approach
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- Blended learning (1)
- Classroom learning (4)
- 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+ (3)
- Medium: 4 or above (4)
Geography if specific
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- Taiwan (1)
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- USA (1)