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In this meta-analysis, we investigated the effects of methods for providing item-based feedback in a computer-based environment on students’ learning outcomes. From 40 studies, 70 effect sizes were computed, which ranged from −0.78 to 2.29. A mixed model was used for the data analysis. The results show that elaborated feedback (EF; e.g., providing an explanation) produced larger effect sizes (0.49) than feedback regarding the correctness of the answer (KR; 0.05) or providing the correct...
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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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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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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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Outcome measure
- Learning (5)
Instructional domain (subject)
- Mathematics (1)
- Multiple (3)
- Science (1)
Groups of students
- _No mention (2)
- Low-performing (1)
School or home
- _No mention (1)
- Home (1)
- School (4)
Moderating variables
- Assessments (1)
- Attainment level of students (1)
- Design-type/ testing instruments (2)
- Feedback (1)
- Grade/education level (2)
- Length of time (5)
- Novelty Effect (1)
- Peer involvement/group learning (2)
- School-level factors (1)
- Subject (1)
- Teacher involvement (2)
- Type of instruction methods (student/teacher centered) (1)
- Type of knowledge or task (exposing, procedural, active, etc
Tech Hardware
- Computer (5)
- Internet (2)
- Multimedia (1 or more) (1)
Tech Software
Tech mechanism
Learning Approach
- Blended learning (2)
- Classroom learning (4)
- Remote learning (2)
Teacher Pedagogy
- Collaboration (1)
- Feedback (1)
- Peer learning (1)
- Scaffolding (1)
Research methods
Effect size/ heterogeneity
HIC/LMIC
Quality of research
- High: 6+ (5)
- Medium: 4 or above (1)