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Based on systematic research of studies published since the year 2000, this comprehensive metaanalysis investigated how the use of technology can enhance learning in secondary school mathematics and science (grade levels 5–13). All studies (k ¼ 92) compared learning outcomes of students using digital tools to those of a control group taught without the use of digital tools. Overall, digital tool use had a positive effect on student learning outcomes (g ¼ 0.65, p < .001). The provision of...
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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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Studies focusing on the effectiveness of computer-assisted instruction have been growing recently in Turkey. In this research, quantitative studies comparing the effectiveness of computer- assisted instruction to traditional teaching method and conducted between 1998 and 2007 are studied by meta analysis. Seventy eight studies that have eligible data were combined with meta analytical methods by coding protocol from the 422 master’s and doctoral degree and 124 articles. As a result for the...
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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
Instructional domain (subject)
- Mathematics (1)
- Multiple
- Science (2)
- STEM (1)
Education Level and Type
- ECE 0-7 (1)
- High school 16-18 (1)
- Informal education (1)
- K-12 (2)
- Primary 7-10 (2)
- Secondary 11-16 (2)
- Tertiary (3)
Groups of students
- _No mention (1)
- At-risk (1)
- typically-developing students (1)
School or home
- _No mention (2)
- School (1)
Moderating variables
- __ no obvious moderating variables (1)
- Assessments (1)
- Design-type/ testing instruments (1)
- Gender (1)
- Length of time (1)
- Peer involvement/group learning (2)
- Student characteristics (1)
- Teacher involvement (2)
- Teacher professional development (1)
- Tech structure (2)
- Type of instruction methods (student/teacher centered) (1)
Tech Hardware
- Computer (3)
- Multimedia (1 or more) (2)
Tech Software
- Computer-Assisted Instruction (CAI) (1)
- Game learning (3)
- General apps (1)
- Simulations (2)
- Tutorials (1)
- Virtual Reality (1)
Tech mechanism
Learning Approach
Teacher Pedagogy
- _No mention (1)
- Collaboration (1)
- Game-based learning (2)
- Group learning (1)
- Scaffolding (1)
Research methods
Effect size/ heterogeneity
HIC/LMIC
- HIC (high income) (1)
- LMIC (middle/low) (1)
- Mixture or unknown (2)
Quality of research
- High: 6+ (1)
- Low: 3 or below (1)
- Medium: 4 or above (3)
Geography if specific
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- Mixture (1)
- Taiwan (1)
- Turkey (2)