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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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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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There is no questioning that the way people live, interact, communicate, and conduct business is undergoing a profound, rapid change. This change is often referred to as the “digital revolution,” which is the advancement of technology from analog, electronic and mechanical tools to the digital tools available today. Moreover, technology has begun to change education, affecting how students acquire the skill sets needed to prepare for college and a career and how educators integrate digital...
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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,...
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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 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 (10)
Instructional domain (subject)
Education Level and Type
- ECE 0-7 (3)
- High school 16-18 (1)
- K-12 (8)
- Primary 7-10 (2)
- Tertiary (2)
Groups of students
- _No mention (1)
- At-risk (3)
- EAL (4)
- Learning difficulties (3)
- Low-performing (4)
- Low socio-economic status (5)
- SEND (2)
School or home
- _No mention (1)
- Home (1)
- Mixture (3)
- School (6)
Moderating variables
- Assessments (1)
- Attainment level of students (1)
- Country / culture (1)
- Design-type/ testing instruments (4)
- Ethnicity (1)
- Gender (1)
- Grade/education level (5)
- Length of time (6)
- Multiple exposures (1)
- Novelty Effect (1)
- SEND (1)
- Socio-economic status (1)
- Student characteristics (1)
- Subject (3)
- Teacher involvement (4)
- Teacher pedagogy/implementation (1)
- Teacher professional development (2)
- Type of instruction methods (student/teacher centered) (1)
- Type of knowledge or task (exposing, procedural, active, etc (3)
Tech Hardware
- CD ROM/ DVD (3)
- Computer (8)
- E-book hardware - e.g. kindle (1)
- Handheld device (1)
- Infrastructure (1)
- Interactive whiteboards (2)
- Internet (3)
- Laptops (1)
- Mobile/Smartphone (2)
- Multimedia (1 or more) (4)
- Radio (1)
- Tablet (3)
- TV (2)
Tech Software
Tech mechanism
- _No mention (1)
- Cooperative learning (e.g. discussion areas) (2)
- Direct instruction (1)
- Drill and practice (1)
- Feedback (4)
- Gamification (2)
- Instructional supports/Demos: worked out examples (3)
- Multimedia effects (2)
- Personalization effect (1)
- Research/Homework/Assignments (1)
- Scaffolding/Varying difficulty levels (4)
- Virtual pen and notetaking (1)
Learning Approach
- _No mention (2)
- Blended learning (3)
- Classroom learning (7)
- Remote learning (2)
Teacher Pedagogy
- _No mention (3)
- Collaboration (3)
- Feedback (1)
- Flipped classroom (1)
- Group learning (2)
- 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+ (7)
- Medium: 4 or above (4)