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The present article attempts to reinterpret the findings of most recent studies investigating effect of using games for teaching purposes. A methodological approach combining a meta-analysis of quantitative data with qualitative ones was adopted in order to present the broadest picture of the current research on educational use of games. To this end, we conducted a meta-analysis of 180 effect size comparisons out of 154 empirical studies on the effect of both digital and non-digital games on...
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This meta-analysis maps the evidence on the effectiveness of instructional approaches and conditions for learning computer programming under three study conditions: (a) Studies focusing on the effectiveness of programming interventions per se, (b) studies focusing on the effectiveness of visualization and physicality, and (c) studies focusing on the effectiveness of dominant instructional approaches. Utilizing the data from 139 interventions and 375 effect sizes, we found (a) a strong effect...
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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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This review describes a meta-analysis of findings from 50 controlled evaluations of intelligent computer tutoring systems. The median effect of intelligent tutoring in the 50 evaluations was to raise test scores 0.66 standard deviations over conventional levels, or from the 50th to the 75th percentile. However, the amount of improvement found in an evaluation depended to a great extent on whether improvement was measured on locally developed or standardized tests, suggesting that alignment...
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This study quantitatively synthesized the empirical research on the effects of social context (i.e., small group versus individual learning) when students learn using computer technology. In total, 486 independent findings were extracted from 122 studies involving 11,317 learners. The results indicate that, on average, small group learning had significantly more positive effects than individual learning on student individual achievement (mean ES = + 0.15), group task performance (mean ES = +...
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Outcome measure
Instructional domain (subject)
- Computing
- Languages (2)
- Literacy (2)
- Mathematics (3)
- Multiple (2)
- Science (3)
- Social Studies (2)
- STEM (1)
Education Level and Type
- ECE 0-7 (2)
- High school 16-18 (1)
- K-12 (3)
- Primary 7-10 (1)
- Secondary 11-16 (1)
- Tertiary (3)
Groups of students
- _No mention (2)
- Gifted students (1)
- Low-performing (2)
- SEND (1)
- typically-developing students (1)
School or home
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- Home (1)
- School (1)
Moderating variables
Tech Hardware
- Computer (3)
- Handheld device (1)
- Multimedia (1 or more) (2)
- Tablet (1)
- Touch-screen (1)
Tech Software
Tech mechanism
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- Gamification (1)
Learning Approach
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- Classroom learning (2)
Teacher Pedagogy
- Group learning (1)
- Peer learning (1)
Research methods
Effect size/ heterogeneity
HIC/LMIC
- HIC (high income) (2)
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Quality of research
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Geography if specific
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- USA (1)