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The purpose of this work was to meta-analyze empirical evidence about the effectiveness of digital-based interventions for students with mathematical learning difficulties. Furthermore, we investigated whether the school level of the participants and the software instructional approach were decisive modulated factors. A systematic search of randomized controlled studies published between 2003 and 2019 was conducted. A total of 15 studies with 1073 participants met the study selection...
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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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Clickers, formerly known as instant response systems, have gradually become an integral part of the classroom. Though several reviews on research into clicker-integrated instruction have been published within this decade, the controversy over whether clickerintegrated instruction is effective to enhance students' learning gains has not been settled because the early reviews mainly focus on students' perceptions toward and acceptance of clicker-integrated instruction. Furthermore, so far...
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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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Dynamic geometry software (DGS) aims to enhance mathematics education. This systematic review and meta-analysis evaluated the quasi-experimental studies on the effectiveness of DGS-based instruction in improving students’ mathematical achievement. Research articles published between 1990 and 2013 were identified from major databases according to a prespecified search strategy and selection criteria. A meta-analysis was conducted based on the random-effects model to evaluate the effectiveness...
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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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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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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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Substantial disagreement exists in the literature regarding which educational technology results in the highest cognitive gain for learners. In an attempt to resolve this dispute, we conducted a meta-analysis to decipher which teaching method, games and interactive simulations or traditional, truly dominates and under what circumstances. It was found that across people and situations, games and interactive simulations are more dominant for cognitive gain outcomes. However, consideration of...
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Outcome measure
- Behaviour (2)
- Learning (11)
- Motivation (1)
Instructional domain (subject)
- Literacy (2)
- Mathematics (5)
- Multiple (6)
- Science (1)
- Social Studies (1)
- STEM (1)
Education Level and Type
- ECE 0-7 (2)
- High school 16-18 (3)
- Informal education (1)
- K-12 (5)
- Middle school (1)
- Primary 7-10 (6)
- Secondary 11-16 (4)
- Tertiary (4)
Groups of students
- _No mention (2)
- At-risk (1)
- EAL (1)
- Learning difficulties (1)
- Low-performing (3)
- SEND (3)
School or home
- _No mention (2)
- Home (2)
- Mixture (1)
- School (5)
Moderating variables
- __ no obvious moderating variables (1)
- Assessments (1)
- Attainment level of students (2)
- Country / culture (1)
- Design-type/ testing instruments (2)
- Feedback (1)
- Gender (1)
- Grade/education level (1)
- Implementation fidelity (1)
- Length of time (4)
- Multiple exposures (1)
- Novelty Effect (2)
- Peer involvement/group learning (3)
- School-level factors (1)
- SEND (1)
- Student characteristics (3)
- Teacher involvement (3)
- Teacher pedagogy/implementation (1)
- Teacher professional development (1)
- Tech structure (1)
- Type of knowledge or task (exposing, procedural, active, etc (1)
Tech Hardware
- Computer (5)
- Handheld device (1)
- Internet (1)
- Mobile/Smartphone (1)
- Multimedia (1 or more) (6)
- Tablet (1)
Tech Software
- Audio books (1)
- Augmented Reality (1)
- Building blocks (1)
- Clicker-integrated instruction (1)
- Computer-Assisted Instruction (CAI) (4)
- Computer-Based Teaching (CBT) (1)
- Digital Media (audiovisuals) (2)
- Dynamic Geometry Software (1)
- Game learning (6)
- General apps (2)
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- Serious games (2)
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- Virtual manipulatives (1)
- Virtual Reality (2)
Tech mechanism
Learning Approach
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- Remote learning (3)
Teacher Pedagogy
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- Game-based learning (2)
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- Peer learning (1)
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- Self-paced (no teacher) (1)