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Language abilities in the early years are a strong predictor of children’s success in school. However, a considerable number of children enter school with poor language skills. Therefore, one of the most important but also challenging mandates of early childhood education and care [ECEC] is to promote these skills before school enrolment. Meta-analytic evidence suggests that shared book reading is a valuable tool to narrow this gap in the early years. In the digital age, ebooks might offer...

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...

In this meta-analysis, we investigated the effects of methods for providing item-based feedback in a computer-based environment on students’ learning outcomes. From 40 studies, 70 effect sizes were computed, which ranged from −0.78 to 2.29. A mixed model was used for the data analysis. The results show that elaborated feedback (EF; e.g., providing an explanation) produced larger effect sizes (0.49) than feedback regarding the correctness of the answer (KR; 0.05) or providing the correct...

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...

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...

The purpose of this meta-analysis is to examine overall effect as well as the impact of selected instructional design principles in the context of virtual reality technology-based instruction (i.e. games, simulation, virtual worlds) in K-12 or higher education settings. A total of 13 studies (N ¼ 3081) in the category of games, 29 studies (N ¼ 2553) in the category of games, and 27 studies (N ¼ 2798) in the category of virtual worlds were meta-analyzed. The key inclusion criteria were that...

The present review examines research on the effects of educational technology applications on mathematics achievement in K-12 classrooms. Unlike previous reviews, this review applies consistent inclusion standards to focus on studies that met high methodological standards. In addition, methodological and substantive features of the studies are investigated to examine the relationship between educational technology applications and study features. A total of 74 qualified studies were included...

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...

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 study examines the impact of computer technology (CT) on mathematics education in K-12 classrooms through a systematic review of existing literature. A metaanalysis of 85 independent effect sizes extracted from 46 primary studies involving a total of 36,793 learners indicated statistically significant positive effects of CT on mathematics achievement. In addition, several characteristics of primary studies were identified as having effects. For example, CT showed advantage in promoting...

The purpose of this study was to conduct a meta-study of computer-assisted instruction (CAI) studies in mathematics for students with learning disabilities (LD) focusing on examining the effects of CAI on the mathematics performance of students with LD. This study examined a total of 11 mathematics CAI studies, which met the study selection criterion, for students with LD at the elementary and secondary levels and analyzed them in terms of their comparability and effect sizes. Overall, this...

The results of a meta-analysis of 20 research articles containing 89 effect sizes related to the use of digital tools and learning environments to enhance literacy acquisition for middle school students demonstrate that technology can have a positive effect on reading comprehension (weighted effect size of 0.489). Very little research has focused on the effect of technology on other important aspects of reading, such as metacognitive, affective, and dispositional outcomes. The evidence...

The purpose of this research study was to determine the overall effectiveness of computer-based laboratory compared with the traditional hands-on laboratory for improving students’ science academic achievement and attitudes towards science subjects at the college and pre-college levels of education in the United States. Meta-analysis was used to synthesis the findings from 38 primary research studies conducted and/or reported in the United States between 1996 and 2006 that compared the...

Different learning environments provide different learning experiences and ought to serve different achievement goals. We hypothesized that constructivist learning environments lead to the attainment of achievements that are consistent with the experiences that such settings provide and that more traditional settings lead to the attainments of other kinds of achievement in accordance with the experiences they provide. A meta-analytic study was carried out on 32 methodologically-appropriate...

Meta-analytical research has shown that computer technology can play a significant role in increasing positive learning outcomes of students. Research on this topic has resulted in conflicting findings on academic achievement and other measures of student outcomes. The current meta-analysis sought to assess the level of differences that existed between students being instructed with computer technology versus the academic achievement outcomes of students instructed with traditional methods....