Your search
Results 8 resources
-
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...
-
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...
-
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)...
-
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...
-
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...
Explore
Outcome measure
- Attitudes (1)
- Behaviour (1)
- Learning
- Motivation (1)
Instructional domain (subject)
- Literacy (2)
- Mathematics (1)
- Multiple (4)
- Science (1)
- Social Studies (1)
- STEM (1)
Education Level and Type
- K-12 (6)
- Primary 7-10 (1)
- Secondary 11-16 (2)
- Tertiary (2)
Groups of students
- _No mention (1)
- EAL (1)
- Learning difficulties (1)
- Low-performing (1)
- Low socio-economic status (1)
- SEND (2)
School or home
- _No mention (1)
- Home (2)
- School (6)
Moderating variables
- __ no obvious moderating variables (1)
- Assessments (1)
- Attainment level of students (1)
- Design-type/ testing instruments (4)
- Ethnicity (1)
- Feedback (1)
- Gender (1)
- Grade/education level (3)
- Length of time (6)
- Multiple exposures (1)
- Peer involvement/group learning (2)
- SEND (1)
- Student characteristics (1)
- Teacher involvement (3)
- Tech structure (2)
- Type of instruction methods (student/teacher centered) (4)
- Type of knowledge or task (exposing, procedural, active, etc (2)
Tech Hardware
- Computer (7)
- Handheld device (1)
- Internet (1)
- Mobile/Smartphone (1)
- Multimedia (1 or more) (4)
- Tablet (1)
Tech Software
- Augmented Reality (1)
- Computer-Assisted Instruction (CAI) (2)
- Computer-Based Teaching (CBT) (1)
- Digital Media (audiovisuals) (1)
- Game learning (2)
- General apps (1)
- Graphic organisers/Visualisations (3)
- Intelligent Tutoring (1)
- LMS (1)
- Serious games (1)
- Simulations (2)
- Virtual manipulatives (1)
- Virtual Reality (1)
Tech mechanism
Learning Approach
- _No mention (1)
- Blended learning (1)
- Classroom learning (5)
- Remote learning (2)
Teacher Pedagogy
- Collaboration (3)
- Feedback (1)
- Game-based learning (2)
- PC mixed with real objects (1)
- Peer learning (2)
- Scaffolding (3)
Research methods
Effect size/ heterogeneity
HIC/LMIC
Quality of research
- High: 6+ (5)
- Low: 3 or below (1)
- Medium: 4 or above (3)