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The purpose of this work was to meta-analyze empirical evidence about the effectiveness of digital-based interventions for students with mathematical learning difficulties. Furthermore, we investigated whether the school level of the participants and the software instructional approach were decisive modulated factors. A systematic search of randomized controlled studies published between 2003 and 2019 was conducted. A total of 15 studies with 1073 participants met the study selection...
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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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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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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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Outcome measure
- Learning (5)
Instructional domain (subject)
- Literacy (1)
- Mathematics
- Multiple (1)
- Science (1)
- Social Studies (1)
Education Level and Type
- ECE 0-7 (1)
- High school 16-18 (2)
- K-12 (2)
- Middle school (1)
- Primary 7-10 (4)
- Secondary 11-16 (1)
Groups of students
- _No mention (1)
- Learning difficulties (1)
- Low-performing (2)
- SEND (1)
School or home
- _No mention (2)
- Home (1)
- School (2)
Moderating variables
- Attainment level of students (2)
- Country / culture (1)
- Design-type/ testing instruments (1)
- Length of time (2)
- Novelty Effect (1)
- Peer involvement/group learning (1)
- School-level factors (1)
- SEND (1)
- Student characteristics (3)
- Teacher involvement (1)
- Teacher pedagogy/implementation (1)
- Tech structure (1)
- Type of knowledge or task (exposing, procedural, active, etc (1)
Tech Hardware
- Computer (2)
- Internet (1)
- Multimedia (1 or more) (3)
Tech Software
- Building blocks (1)
- Computer-Assisted Instruction (CAI) (2)
- Digital Media (audiovisuals) (2)
- Dynamic Geometry Software (1)
- Game learning (3)
- General apps (2)
- Graphic organisers/Visualisations (2)
- Intelligent Tutoring (1)
- Serious games (1)
- Simulations (1)
- Tutorials (1)
- Virtual manipulatives (1)
Tech mechanism
Learning Approach
- _No mention (2)
- Blended learning (1)
- Classroom learning (2)
- Remote learning (1)
Teacher Pedagogy
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- Collaboration (1)
- Group learning (1)
Research methods
Effect size/ heterogeneity
HIC/LMIC
Quality of research
Geography if specific
- _no mention (1)
- Mixture (1)