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This article reports the results of a meta-analysis of technology-based intervention studies for children with autism spectrum disorders. We conducted a systematic review of research that used a pre–post design to assess innovative technology interventions, including computer programs, virtual reality, and robotics. The selected studies provided interventions via a desktop computer, interactive DVD, shared active surface, and virtual reality. None employed robotics. The results provide...
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Giving a student control over their learning has theoretical and intuitive appeal, but its effects are neither powerful nor consistent in the empirical literature base. This meta-analysis updated previous meta-analytic research by Niemiec, Sikorski, and Walberg by studying the overall effectiveness of providing learner control within educational technology, the characteristics of instruction along the continuum of learner control, and elements of the instructional environments that may play...
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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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This paper examines the literature on computer games and serious games in regard to the potential positive impacts of gaming on users aged 14 years or above, especially with respect to learning, skill enhancement and engagement. Search terms identified 129 papers reporting empirical evidence about the impacts and outcomes of computer games and serious games with respect to learning and engagement and a multidimensional approach to categorizing games was developed. The findings revealed that...
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Outcome measure
- Behaviour
- Learning (3)
- Motivation (1)
- Socio-emotional learning (1)
Instructional domain (subject)
- Literacy (1)
- Multiple (2)
- Physical activity (1)
Education Level and Type
- ECE 0-7 (1)
- Informal education (2)
- K-12 (2)
- Secondary 11-16 (1)
- Tertiary (3)
Groups of students
- SEND (1)
Moderating variables
- Design-type/ testing instruments (1)
- Gender (1)
- Grade/education level (1)
- IQ (1)
- Length of time (2)
Tech Hardware
- CD ROM/ DVD (1)
- Computer (2)
- Mobile/Smartphone (1)
- Multimedia (1 or more) (1)
Tech Software
- Audio books (1)
- Computer-Assisted Instruction (CAI) (2)
- Game learning
- General apps (1)
- Robotics (1)
- Serious games (1)
- Simulations (1)
- Virtual Reality (3)
Tech mechanism
Learning Approach
- Blended learning (2)
- Classroom learning (2)
- Remote learning (3)
Teacher Pedagogy
- Game-based learning (2)
- Scaffolding (1)
- Self-paced (no teacher) (1)
Research methods
Effect size/ heterogeneity
HIC/LMIC
Quality of research
- High: 6+ (1)
- Medium: 4 or above (2)