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HIC/LMIC
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This study quantitatively synthesized the empirical research on the effects of social context (i.e., small group versus individual learning) when students learn using computer technology. In total, 486 independent findings were extracted from 122 studies involving 11,317 learners. The results indicate that, on average, small group learning had significantly more positive effects than individual learning on student individual achievement (mean ES = + 0.15), group task performance (mean ES = +...
Last update from database: 05/08/2024, 12:08 (UTC)
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Outcome measure
- Attitudes (3)
- Behaviour (6)
- Engagement (1)
- Learning (38)
- Motivation (2)
- Socio-emotional learning (2)
Instructional domain (subject)
- Computing (2)
- Languages (2)
- Literacy (11)
- Mathematics (16)
- Multiple (14)
- Physical activity (1)
- Science (8)
- Social Studies (5)
- STEM (3)
Education Level and Type
- ECE 0-7 (7)
- High school 16-18 (8)
- Informal education (5)
- K-12 (25)
- Middle school (5)
- Primary 7-10 (12)
- Secondary 11-16 (11)
- Tertiary (14)
Groups of students
- _No mention (5)
- At-risk (3)
- EAL (3)
- Examination years (2)
- Gifted students (1)
- Learning difficulties (4)
- Low-performing (6)
- Low socio-economic status (4)
- SEND (9)
- typically-developing students (2)
School or home
- _No mention (5)
- Home (4)
- Mixture (3)
- School (25)
Moderating variables
- __ no obvious moderating variables (7)
- Assessments (3)
- Attainment level of students (2)
- Class size (1)
- Country / culture (1)
- Design-type/ testing instruments (12)
- Ethnicity (1)
- Feedback (3)
- Gender (3)
- Grade/education level (8)
- Implementation fidelity (1)
- IQ (1)
- Length of time (20)
- Multiple exposures (4)
- Novelty Effect (4)
- Peer involvement/group learning (7)
- School-level factors (4)
- SEND (3)
- Socio-economic status (1)
- Student characteristics (6)
- Subject (2)
- Teacher involvement (12)
- Teacher pedagogy/implementation (2)
- Teacher professional development (1)
- Tech structure (7)
- Type of instruction methods (student/teacher centered) (4)
- Type of knowledge or task (exposing, procedural, active, etc (5)
Tech Hardware
- CD ROM/ DVD (1)
- Computer (30)
- E-book hardware - e.g. kindle (1)
- Handheld device (3)
- Interactive whiteboards (1)
- Internet (2)
- Mobile/Smartphone (2)
- Multimedia (1 or more) (12)
- Tablet (2)
- Touch-screen (1)
Tech Software
- Audio books (1)
- Augmented Reality (2)
- Building blocks (1)
- Clicker-integrated instruction (1)
- Computer Algebra Systems (2)
- Computer-Assisted Instruction (CAI) (19)
- Computer-Based Teaching (CBT) (5)
- Digital Media (audiovisuals) (3)
- Dynamic Geometry Software (1)
- E-book software (2)
- Game learning (12)
- General apps (7)
- Graphic organisers/Visualisations (4)
- Intelligent Tutoring (2)
- LMS (2)
- Robotics (1)
- Serious games (3)
- Simulations (7)
- Tutorials (3)
- Virtual manipulatives (2)
- Virtual Reality (5)
- Word processor (2)
Tech mechanism
- _No mention (10)
- Cooperative learning (e.g. discussion areas) (2)
- Direct instruction (1)
- Drill and practice (2)
- Feedback (11)
- Gamification (9)
- Graphic modelling (2)
- Instructional supports/Demos: worked out examples (8)
- Multimedia effects (2)
- Personalization effect (2)
- Scaffolding/Varying difficulty levels (8)
Learning Approach
- _No mention (7)
- Blended learning (5)
- Classroom learning (21)
- Remote learning (5)
Teacher Pedagogy
- _No mention (8)
- Collaboration (5)
- Feedback (5)
- Game-based learning (7)
- Group learning (6)
- PC mixed with real objects (1)
- Peer learning (4)
- Scaffolding (7)
- Self-paced (no teacher) (1)
Research methods
Effect size/ heterogeneity
HIC/LMIC
Quality of research
- High: 6+ (27)
- Low: 3 or below (2)
- Medium: 4 or above (11)