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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 research aims to investigate the effect of computer-based teaching (CBT) on students’ academic success. The research used a meta-analytic method to reach a general conclusion by statistically calculating the results of a number of independent studies. In total, 78 studies (62 master’s theses, 4 PhD theses, and 12 articles) concerning this issue were researched based on the literature review of the articles and theses which involved pre-test and post-test control groups and were...
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Outcome measure
- Learning (5)
Instructional domain (subject)
- Languages (1)
- Literacy (1)
- Mathematics (3)
- Multiple
- Science (3)
- Social Studies (1)
- STEM (1)
Education Level and Type
- High school 16-18 (1)
- K-12 (3)
- Middle school (1)
- Primary 7-10 (1)
- Secondary 11-16 (2)
- Tertiary (1)
Groups of students
- _No mention (3)
- At-risk (1)
- EAL (1)
- Low socio-economic status (1)
- typically-developing students (1)
School or home
- _No mention (1)
- Mixture (1)
- School (3)
Moderating variables
- Country / culture (2)
- Design-type/ testing instruments (1)
- Grade/education level (2)
- Length of time (3)
- Novelty Effect (1)
- School-level factors (1)
- Student characteristics (1)
- Subject (3)
- Teacher involvement (2)
- Teacher pedagogy/implementation (1)
- Teacher professional development (2)
- Tech structure (2)
- Type of instruction methods (student/teacher centered) (1)
- Type of knowledge or task (exposing, procedural, active, etc (2)
Tech Hardware
- Computer (2)
- Interactive whiteboards (1)
- Internet (1)
- Laptops (1)
- Mobile/Smartphone (1)
- Multimedia (1 or more) (2)
- Tablet (1)
Tech Software
- Augmented Reality (1)
- Computer-Assisted Instruction (CAI) (1)
- Computer-Based Teaching (CBT) (3)
- Digital Media (audiovisuals) (1)
- E-book software (1)
- Game learning (2)
- General apps (3)
- Graphic organisers/Visualisations (1)
- LMS (1)
- Serious games (1)
- Simulations (1)
- Tutorials (1)
- Virtual manipulatives (1)
- Virtual Reality (1)
Tech mechanism
- Cooperative learning (e.g. discussion areas) (2)
- Direct instruction (1)
- Drill and practice (1)
- Feedback (3)
- Gamification (1)
- Instructional supports/Demos: worked out examples (1)
- Personalization effect (1)
- Research/Homework/Assignments (1)
- Scaffolding/Varying difficulty levels (1)
- Virtual pen and notetaking (1)
Learning Approach
- _No mention (1)
- Blended learning (1)
- Classroom learning (3)
Teacher Pedagogy
- _No mention (3)
- Collaboration (2)
- Group learning (3)
- Individualised (1)
- PC mixed with real objects (1)
- Peer learning (1)
- Project-based learning (1)
Research methods
Effect size/ heterogeneity
HIC/LMIC
Quality of research
- High: 6+ (2)
- Medium: 4 or above (3)