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Clickers, formerly known as instant response systems, have gradually become an integral part of the classroom. Though several reviews on research into clicker-integrated instruction have been published within this decade, the controversy over whether clickerintegrated instruction is effective to enhance students' learning gains has not been settled because the early reviews mainly focus on students' perceptions toward and acceptance of clicker-integrated instruction. Furthermore, so far...
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In this meta-analysis, we systematically reviewed research on digital games and learning for K–16 students. We synthesized comparisons of game versus nongame conditions (i.e., media comparisons) and comparisons of augmented games versus standard game designs (i.e., value-added comparisons). We used random-effects meta-regression models with robust variance estimates to summarize overall effects and explore potential moderator effects. Results from media comparisons indicated that digital...
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The purpose of this meta-analysis is to examine overall effect as well as the impact of selected instructional design principles in the context of virtual reality technology-based instruction (i.e. games, simulation, virtual worlds) in K-12 or higher education settings. A total of 13 studies (N ¼ 3081) in the category of games, 29 studies (N ¼ 2553) in the category of games, and 27 studies (N ¼ 2798) in the category of virtual worlds were meta-analyzed. The key inclusion criteria were that...
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A systematic search of the research literature from 1996 through July 2008 identified more than a thousand empirical studies of online learning. Analysts screened these studies to find those that (a) contrasted an online to a face-to-face condition, (b) measured student learning outcomes, (c) used a rigorous research design, and (d) provided adequate information to calculate an effect size. As a result of this screening, 50 independent effects were identified that could be subjected to...
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Substantial disagreement exists in the literature regarding which educational technology results in the highest cognitive gain for learners. In an attempt to resolve this dispute, we conducted a meta-analysis to decipher which teaching method, games and interactive simulations or traditional, truly dominates and under what circumstances. It was found that across people and situations, games and interactive simulations are more dominant for cognitive gain outcomes. However, consideration of...
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Outcome measure
- Learning (5)
Education Level and Type
- ECE 0-7 (1)
- High school 16-18 (1)
- Informal education (1)
- K-12 (4)
- Primary 7-10 (1)
- Secondary 11-16 (1)
- Tertiary (5)
Groups of students
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- At-risk (1)
School or home
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- School (3)
Moderating variables
- Assessments (3)
- Design-type/ testing instruments (2)
- Feedback (2)
- Gender (1)
- Length of time (4)
- Multiple exposures (1)
- Novelty Effect (2)
- Peer involvement/group learning
- School-level factors (1)
- Student characteristics (1)
- Teacher involvement (3)
- Tech structure (1)
- Type of instruction methods (student/teacher centered) (1)
- Type of knowledge or task (exposing, procedural, active, etc (2)
Tech Hardware
- Computer (4)
- Internet (1)
- Multimedia (1 or more) (2)
Tech Software
Tech mechanism
Learning Approach
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- Blended learning (1)
- Classroom learning (2)
- Remote learning (1)
Teacher Pedagogy
- Collaboration (2)
- Feedback (1)
- Game-based learning (2)
- Group learning (2)
- Peer learning (1)
- Scaffolding (1)
Research methods
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HIC/LMIC
Quality of research
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- Medium: 4 or above (2)
Geography if specific
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