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This study seeks scientometric, content and co-occurrence analysis of systematic review and Meta-analysis articles in the feld of gamifcation in education. In terms of purpose, this is an applied study and regarding type, it is a scientometric and co�occurrence analysis. The researchers conducted a search in WoS, Scopus and Pub�Med databases. The abstract and full text of 25 out of 71 articles were selected to be included in the study. Then, the citation and altmetrics indicators were...
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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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A meta-analysis was conducted on the effects of computer-supported early literacy interventions (strict phonological awareness training, combined phonological awareness and letter training, and use of e-books) on phonological-awareness (syllabic awareness, word blending, rhyme, phoneme awareness) and reading-related skills (concept about print, letter knowledge, decoding, spelling) across different languages in preschool and kindergarten since 1995. A total of 59 studies were identified with a...
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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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Outcome measure
- Engagement (1)
- Learning (5)
- Motivation (1)
Instructional domain (subject)
- Computing (1)
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Literacy
- Comprehension (1)
- Language (2)
- Reading (3)
- vocabulary (1)
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- Multiple (2)
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- STEM (1)
Education Level and Type
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- High school 16-18 (2)
- K-12 (2)
- Middle school (1)
- Primary 7-10 (1)
- Secondary 11-16 (1)
- Tertiary (1)
Groups of students
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- EAL (1)
- Learning difficulties (1)
- Low-performing (3)
- SEND (2)
School or home
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- School (1)
Moderating variables
Tech Hardware
- Computer (2)
- Multimedia (1 or more) (3)
Tech Software
Tech mechanism
- Gamification (2)
Learning Approach
Teacher Pedagogy
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- Group learning (1)
Research methods
Effect size/ heterogeneity
HIC/LMIC
- HIC (high income) (4)
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Quality of research
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