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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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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 (1)
- Learning (5)
- Motivation (1)
Instructional domain (subject)
- Literacy (1)
- Mathematics (2)
- Multiple (2)
Education Level and Type
- ECE 0-7 (1)
- High school 16-18 (1)
- Informal education (1)
- K-12 (3)
- Primary 7-10 (2)
- Secondary 11-16 (2)
- Tertiary (2)
Groups of students
- At-risk (1)
- EAL (1)
- Learning difficulties (1)
- Low-performing (3)
- SEND (1)
School or home
- _No mention (1)
- Home (2)
- School (2)
Moderating variables
- Attainment level of students (2)
- Design-type/ testing instruments (2)
- Gender (1)
- Implementation fidelity (1)
- Length of time (1)
- Peer involvement/group learning (1)
- Student characteristics (1)
- Teacher involvement (2)
- Teacher professional development (1)
- Type of knowledge or task (exposing, procedural, active, etc (1)
Tech Hardware
- Computer
- Internet (1)
- Mobile/Smartphone (1)
- Multimedia (1 or more) (3)
Tech Software
- Building blocks (1)
- Computer-Assisted Instruction (CAI) (2)
- Digital Media (audiovisuals) (2)
- Game learning (3)
- Graphic organisers/Visualisations (2)
- Intelligent Tutoring (1)
- Serious games (1)
- Simulations (3)
- Tutorials (1)
- Virtual manipulatives (1)
- Virtual Reality (1)
Tech mechanism
Learning Approach
- _No mention (2)
- Blended learning (1)
- Classroom learning (2)
- Remote learning (2)
Teacher Pedagogy
- Game-based learning (2)
- Group learning (1)
Research methods
Effect size/ heterogeneity
HIC/LMIC
Quality of research
Geography if specific
- _no mention (1)