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The present article attempts to reinterpret the findings of most recent studies investigating effect of using games for teaching purposes. A methodological approach combining a meta-analysis of quantitative data with qualitative ones was adopted in order to present the broadest picture of the current research on educational use of games. To this end, we conducted a meta-analysis of 180 effect size comparisons out of 154 empirical studies on the effect of both digital and non-digital games on...
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Dynamic geometry software (DGS) aims to enhance mathematics education. This systematic review and meta-analysis evaluated the quasi-experimental studies on the effectiveness of DGS-based instruction in improving students’ mathematical achievement. Research articles published between 1990 and 2013 were identified from major databases according to a prespecified search strategy and selection criteria. A meta-analysis was conducted based on the random-effects model to evaluate the effectiveness...
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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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Different learning environments provide different learning experiences and ought to serve different achievement goals. We hypothesized that constructivist learning environments lead to the attainment of achievements that are consistent with the experiences that such settings provide and that more traditional settings lead to the attainments of other kinds of achievement in accordance with the experiences they provide. A meta-analytic study was carried out on 32 methodologically-appropriate...
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Outcome measure
- Learning (5)
Instructional domain (subject)
- Computing (1)
- Languages (1)
- Mathematics
- Multiple (1)
- Science (1)
- Social Studies (1)
- STEM (1)
Education Level and Type
- High school 16-18 (2)
- K-12 (5)
- Primary 7-10 (3)
- Secondary 11-16 (2)
Groups of students
- _No mention (1)
- Gifted students (1)
- Learning difficulties (1)
- Low-performing (1)
- Low socio-economic status (1)
- SEND (1)
Moderating variables
- Attainment level of students (1)
- Class size (1)
- Design-type/ testing instruments (2)
- Grade/education level (1)
- Length of time (4)
- Novelty Effect (2)
- Peer involvement/group learning (1)
- School-level factors (1)
- Socio-economic status (1)
- Student characteristics (1)
- Teacher involvement (2)
- Teacher pedagogy/implementation (2)
- Tech structure (1)
- Type of knowledge or task (exposing, procedural, active, etc (1)
Tech Hardware
- Computer (4)
- Internet (1)
- Multimedia (1 or more) (2)
Tech Software
Tech mechanism
Learning Approach
Teacher Pedagogy
- _No mention (1)
- Collaboration (1)
- Game-based learning (1)
Research methods
Effect size/ heterogeneity
HIC/LMIC
Quality of research
- High: 6+ (4)
- Medium: 4 or above (2)
Geography if specific
- _no mention (1)