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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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A meta-analysis was conducted on the effects of computer-supported early literacy interventions (strict phonological awareness training, combined phonological awareness and letter training, and use of e-books) on phonological-awareness (syllabic awareness, word blending, rhyme, phoneme awareness) and reading-related skills (concept about print, letter knowledge, decoding, spelling) across different languages in preschool and kindergarten since 1995. A total of 59 studies were identified with a...
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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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Outcome measure
- Learning (6)
Instructional domain (subject)
- Computing (1)
- Literacy (4)
- Mathematics (2)
- Multiple (3)
- Science (2)
- Social Studies (1)
- STEM (1)
Education Level and Type
- ECE 0-7 (2)
- High school 16-18 (2)
- K-12 (2)
- Middle school (1)
- Primary 7-10 (1)
- Secondary 11-16 (2)
Groups of students
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- EAL (2)
- Learning difficulties (1)
- Low-performing (2)
- Low socio-economic status (1)
- SEND (1)
- typically-developing students (1)
School or home
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- School (3)
Moderating variables
- Country / culture (2)
- Design-type/ testing instruments (2)
- Ethnicity (1)
- Gender (1)
- Grade/education level (2)
- Length of time (2)
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- School-level factors (1)
- SEND (1)
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- Type of instruction methods (student/teacher centered) (1)
- Type of knowledge or task (exposing, procedural, active, etc (1)
Tech Hardware
- Computer (2)
- Interactive whiteboards (1)
- Mobile/Smartphone (1)
- Multimedia (1 or more) (3)
- Tablet (1)
Tech Software
- Augmented Reality (1)
- Computer-Assisted Instruction (CAI) (3)
- Computer-Based Teaching (CBT) (2)
- Digital Media (audiovisuals) (2)
- E-book software (2)
- Game learning (3)
- General apps
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- LMS (2)
- Serious games (1)
- Simulations (1)
- Tutorials (1)
- Virtual manipulatives (1)
- Virtual Reality (1)
Tech mechanism
Learning Approach
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- Blended learning (1)
- Classroom learning (3)
Teacher Pedagogy
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- Collaboration (1)
- Group learning (2)
- PC mixed with real objects (1)
- Peer learning (1)
Research methods
Effect size/ heterogeneity
HIC/LMIC
Quality of research
- High: 6+ (2)
- Medium: 4 or above (4)