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Language abilities in the early years are a strong predictor of children’s success in school. However, a considerable number of children enter school with poor language skills. Therefore, one of the most important but also challenging mandates of early childhood education and care [ECEC] is to promote these skills before school enrolment. Meta-analytic evidence suggests that shared book reading is a valuable tool to narrow this gap in the early years. In the digital age, ebooks might offer...
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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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Identifying effective literacy instruction programs has been a focal point for governments, educators and parents over the last few decades (Ontario Ministry of Education, 2004, 2006; Council of Ontario Directors of Education, 2011). Given the increasing use of computer technologies in the classroom and in the home, a variety of information communication technology (ICT) interventions for learning have been introduced. Meta-analyses comparing the impact of these programs on learning,...
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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 (5)
Instructional domain (subject)
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Literacy
- Comprehension (1)
- Language (1)
- Language development (1)
- Reading (4)
- Mathematics (1)
- Multiple (1)
- Science (1)
- Social Studies (1)
Education Level and Type
- ECE 0-7 (1)
- High school 16-18 (1)
- K-12 (2)
- Middle school (2)
- Primary 7-10 (1)
- Secondary 11-16 (1)
Groups of students
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- At-risk (1)
- EAL (2)
- Examination years (1)
- Low-performing (1)
- Low socio-economic status (1)
- SEND (1)
- typically-developing students (1)
School or home
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- School (3)
Moderating variables
- __ no obvious moderating variables (1)
- Country / culture (1)
- Design-type/ testing instruments (2)
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- Multiple exposures (1)
- School-level factors (1)
- SEND (1)
- Student characteristics (1)
- Teacher involvement (3)
- Teacher professional development (1)
- Tech structure (1)
Tech Hardware
- Computer (3)
- E-book hardware - e.g. kindle (1)
- Handheld device (2)
- Interactive whiteboards (1)
- Multimedia (1 or more)
- Tablet (1)
- Touch-screen (1)
Tech Software
- Computer-Assisted Instruction (CAI) (2)
- E-book software (1)
- Game learning (1)
- General apps (3)
- LMS (1)
- Serious games (1)
- Simulations (1)
- Tutorials (1)
- Word processor (1)
Tech mechanism
Learning Approach
- Blended learning (1)
- Classroom learning (4)
Teacher Pedagogy
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- Group learning (2)
Research methods
Effect size/ heterogeneity
HIC/LMIC
Quality of research
- High: 6+ (3)
- Medium: 4 or above (2)
Geography if specific
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- Mixture (1)