Your search
Results 8 resources
-
Previous empirical studies on the effect of scaffolding in game-based learning environments have shown inconsistent findings. In this study, we conducted a meta-analysis to examine the effect of scaffolding in digital game-based learning (DGBL) and to explore a range of moderating factors that may have contributed to the inconsistencies of primary studies. We used the three-level meta-analysis method to analyze the data for handling data non-dependency issues of multiple effect sizes in one...
-
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...
-
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,...
-
The purpose of this research study was to determine the overall effectiveness of computer-based laboratory compared with the traditional hands-on laboratory for improving students’ science academic achievement and attitudes towards science subjects at the college and pre-college levels of education in the United States. Meta-analysis was used to synthesis the findings from 38 primary research studies conducted and/or reported in the United States between 1996 and 2006 that compared the...
-
Meta-analytical research has shown that computer technology can play a significant role in increasing positive learning outcomes of students. Research on this topic has resulted in conflicting findings on academic achievement and other measures of student outcomes. The current meta-analysis sought to assess the level of differences that existed between students being instructed with computer technology versus the academic achievement outcomes of students instructed with traditional methods....
-
This study quantitatively synthesized the empirical research on the effects of social context (i.e., small group versus individual learning) when students learn using computer technology. In total, 486 independent findings were extracted from 122 studies involving 11,317 learners. The results indicate that, on average, small group learning had significantly more positive effects than individual learning on student individual achievement (mean ES = + 0.15), group task performance (mean ES = +...
Explore
Outcome measure
- Attitudes (2)
- Behaviour (1)
- Learning
- Motivation (1)
- Socio-emotional learning (1)
Instructional domain (subject)
- Computing (2)
- Languages (2)
- Literacy (2)
- Mathematics (5)
- Multiple (3)
- Science
- Social Studies (4)
- STEM (1)
Education Level and Type
- ECE 0-7 (1)
- High school 16-18 (2)
- K-12 (3)
- Middle school (1)
- Primary 7-10 (2)
- Secondary 11-16 (3)
- Tertiary (3)
Groups of students
- _No mention (3)
- Gifted students (1)
- Low-performing (1)
- SEND (1)
- typically-developing students (1)
School or home
- _No mention (2)
- Home (1)
- School (3)
Moderating variables
- __ no obvious moderating variables (2)
- Class size (1)
- Country / culture (1)
- Design-type/ testing instruments (1)
- Grade/education level (2)
- Length of time (4)
- School-level factors (1)
- Student characteristics (3)
- Subject (1)
- Teacher pedagogy/implementation (1)
- Tech structure (3)
- Type of instruction methods (student/teacher centered) (1)
- Type of knowledge or task (exposing, procedural, active, etc (1)
Tech Hardware
- Computer (6)
- Multimedia (1 or more) (3)
Tech Software
- Computer-Assisted Instruction (CAI) (4)
- Computer-Based Teaching (CBT) (1)
- Game learning (3)
- General apps (2)
- Graphic organisers/Visualisations (1)
- Serious games (1)
- Simulations (1)
- Virtual manipulatives (1)
- Virtual Reality (1)
- Word processor (1)
Tech mechanism
Learning Approach
- _No mention (2)
- Classroom learning (2)
Teacher Pedagogy
- _No mention (2)
- Group learning (2)
- Peer learning (2)
- Scaffolding (2)
Research methods
Effect size/ heterogeneity
HIC/LMIC
Quality of research
- High: 6+ (7)
- Medium: 4 or above (1)
Geography if specific
- _no mention (4)
- Mixture (1)
- USA (2)