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This meta-analysis extended the current literature regarding the effects of computer technology (CT) on mathematics achievement, with a particular focus on low-performing students. A total of 45 independent effect sizes extracted from 31 empirical studies based on a total of 2,044 low-performing students in K-12 classrooms were included in this meta-analysis. Consistent with previous reviews, this study suggested a statistically significant and positive effect of CT ([Formula: see...
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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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In this meta-analysis, we systematically reviewed research on digital games and learning for Kâ16 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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Outcome measure
- Learning (3)
Instructional domain (subject)
- Literacy (1)
- Mathematics (2)
- Multiple (2)
- Science (1)
- Social Studies (1)
Education Level and Type
- ECE 0-7 (1)
- High school 16-18 (2)
- K-12 (1)
- Middle school (2)
- Primary 7-10 (2)
- Secondary 11-16 (2)
- Tertiary (1)
Groups of students
- _No mention (1)
- Low-performing (1)
School or home
- _No mention (2)
- Mixture (1)
Moderating variables
- Assessments (1)
- Country / culture (1)
- Design-type/ testing instruments (2)
- Grade/education level (1)
- Length of time (2)
- Multiple exposures (1)
- Peer involvement/group learning (1)
- School-level factors (1)
- Student characteristics (2)
- Teacher involvement (1)
- Tech structure
- Type of instruction methods (student/teacher centered) (1)
Tech Hardware
- Computer (2)
- Multimedia (1 or more) (2)
Tech Software
- Computer Algebra Systems (1)
- Game learning (2)
- General apps (2)
- Intelligent Tutoring (1)
- Serious games (1)
- Tutorials (1)
Tech mechanism
Learning Approach
- _No mention (1)
Teacher Pedagogy
- _No mention (1)
- Collaboration (1)
- Feedback (1)
- Game-based learning (2)
- Group learning (1)
- Scaffolding (1)
Research methods
Effect size/ heterogeneity
HIC/LMIC
Quality of research
- High: 6+ (2)
- Medium: 4 or above (1)
Geography if specific
- _no mention (2)