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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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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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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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This report presents an overview of the process and initial findings of a systematic review and meta-analysis of the literature on computer simulations for K–12 science, technology, engineering, and mathematics (STEM) learning topics. Both quantitative and qualitative research studies on the effects of simulation in STEM were reviewed. Studies that reported effect size measures or the data to calculate effect sizes were included in the meta-analysis. Important moderating factors related to...
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The present review examines research on the effects of educational technology applications on mathematics achievement in K-12 classrooms. Unlike previous reviews, this review applies consistent inclusion standards to focus on studies that met high methodological standards. In addition, methodological and substantive features of the studies are investigated to examine the relationship between educational technology applications and study features. A total of 74 qualified studies were included...
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This systematic review evaluates interventions using active video games (AVGs) to increase physical activity and summarizes laboratory studies quantifying intensity of AVG play among children and adults. Databases (Cochrane Library, PsychInfo, PubMed, SPORTDiscus, Web of Science) and forward citation and reference list searches were used to identify peer-reviewed journal articles in English through March 2011. Studies that used off-the-shelf AVGs to increase physical activity with...
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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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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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This study examines the impact of computer technology (CT) on mathematics education in K-12 classrooms through a systematic review of existing literature. A metaanalysis of 85 independent effect sizes extracted from 46 primary studies involving a total of 36,793 learners indicated statistically significant positive effects of CT on mathematics achievement. In addition, several characteristics of primary studies were identified as having effects. For example, CT showed advantage in promoting...
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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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Instructional domain (subject)
- Literacy (2)
- Mathematics (5)
- Multiple (2)
- Physical activity (1)
- Science (1)
- STEM (1)
Education Level and Type
- ECE 0-7 (1)
- High school 16-18 (1)
- Informal education (2)
- K-12 (9)
- Middle school (1)
- Primary 7-10 (1)
- Secondary 11-16 (2)
- Tertiary (4)
Groups of students
- EAL (2)
- Low-performing (3)
- Low socio-economic status (3)
- SEND (2)
School or home
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- Home (2)
- Mixture (1)
- School (7)
Moderating variables
- Assessments (1)
- Attainment level of students (1)
- Design-type/ testing instruments
- Ethnicity (1)
- Feedback (1)
- Gender (2)
- Grade/education level (3)
- Implementation fidelity (1)
- Length of time (9)
- Multiple exposures (1)
- Peer involvement/group learning (3)
- School-level factors (1)
- SEND (1)
- Socio-economic status (1)
- Student characteristics (1)
- Teacher involvement (6)
- Teacher professional development (1)
- Tech structure (3)
- Type of instruction methods (student/teacher centered) (2)
- Type of knowledge or task (exposing, procedural, active, etc (2)
Tech Hardware
- Computer (11)
- Internet (2)
- Multimedia (1 or more) (4)
Tech Software
Tech mechanism
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- Blended learning (2)
- Classroom learning (5)
- Remote learning (2)
Teacher Pedagogy
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- Collaboration (2)
- Feedback (1)
- Game-based learning (3)
- Peer learning (1)
- Scaffolding (2)
Research methods
Effect size/ heterogeneity
HIC/LMIC
Quality of research
- High: 6+ (10)
- Medium: 4 or above (2)
Geography if specific
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