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Previous empirical studies on the effect of scaffolding in game-based learning environments have shown inconsistent findings. In this study, we conducted a meta-analysis to examine the effect of scaffolding in digital game-based learning (DGBL) and to explore a range of moderating factors that may have contributed to the inconsistencies of primary studies. We used the three-level meta-analysis method to analyze the data for handling data non-dependency issues of multiple effect sizes in one...
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This meta-analysis extended the current literature regarding the effects of computer technology (CT) on mathematics achievement, with a particular focus on low-performing students. A total of 45 independent effect sizes extracted from 31 empirical studies based on a total of 2,044 low-performing students in K-12 classrooms were included in this meta-analysis. Consistent with previous reviews, this study suggested a statistically significant and positive effect of CT ([Formula: see...
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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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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...
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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...
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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...
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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...
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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...
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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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Outcome measure
- Attitudes (1)
- Behaviour (1)
- Learning (10)
- Motivation (1)
Instructional domain (subject)
- Mathematics (4)
- Multiple (6)
- Science (2)
- STEM (2)
Education Level and Type
- ECE 0-7 (1)
- High school 16-18 (2)
- K-12 (6)
- Middle school (1)
- Primary 7-10 (3)
- Secondary 11-16 (3)
- Tertiary (4)
Groups of students
- _No mention (3)
- Learning difficulties (1)
- Low-performing (2)
- Low socio-economic status (1)
School or home
- _No mention (2)
- Home (1)
- Mixture (1)
- School (6)
Moderating variables
- Assessments (3)
- Attainment level of students (1)
- Design-type/ testing instruments (4)
- Feedback (3)
- Grade/education level (5)
- Length of time (9)
- Multiple exposures (2)
- Novelty Effect (2)
- Peer involvement/group learning (4)
- Socio-economic status (1)
- Student characteristics (3)
- Subject (2)
- Teacher involvement (4)
- Tech structure (4)
- Type of instruction methods (student/teacher centered) (3)
- Type of knowledge or task (exposing, procedural, active, etc (3)
Tech Hardware
- Computer (10)
- Mobile/Smartphone (1)
- Multimedia (1 or more) (4)
Tech Software
- Building blocks (1)
- Clicker-integrated instruction (1)
- Computer Algebra Systems (1)
- Computer-Assisted Instruction (CAI) (2)
- Computer-Based Teaching (CBT) (1)
- Digital Media (audiovisuals) (1)
- Game learning (5)
- General apps (1)
- Graphic organisers/Visualisations (2)
- Intelligent Tutoring (1)
- LMS (1)
- Serious games (1)
- Simulations (4)
- Tutorials (2)
- Virtual manipulatives (2)
- Virtual Reality (3)
Tech mechanism
Learning Approach
- _No mention (2)
- Classroom learning (6)
- Remote learning (1)
Teacher Pedagogy
- Collaboration (3)
- Feedback (3)
- Game-based learning (3)
- Group learning (1)
- Peer learning (3)
- Scaffolding (3)
Research methods
Effect size/ heterogeneity
HIC/LMIC
Quality of research
- High: 6+ (8)
- Medium: 4 or above (3)
Geography if specific
- _no mention (2)
- Mixture (1)