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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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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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This research aims to investigate the effect of computer-based teaching (CBT) on students’ academic success. The research used a meta-analytic method to reach a general conclusion by statistically calculating the results of a number of independent studies. In total, 78 studies (62 master’s theses, 4 PhD theses, and 12 articles) concerning this issue were researched based on the literature review of the articles and theses which involved pre-test and post-test control groups and were...
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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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Background/Context Earlier research on various forms of distance learning concluded that these technologies do not differ significantly from regular classroom instruction in terms of learning outcomes. Now that web-based learning has emerged as a major trend in both K–12 and higher education, the relative efficacy of online and face-to-face instruction needs to be revisited. The increased capabilities of web-based applications and collaboration technologies and the rise of...
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Instructional domain (subject)
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- Literacy (1)
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- Multiple
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- STEM (1)
Education Level and Type
- High school 16-18 (1)
- Informal education (1)
- K-12 (4)
- Middle school (1)
- Primary 7-10 (1)
- Secondary 11-16 (2)
- Tertiary (4)
Groups of students
- _No mention (3)
- At-risk (1)
- EAL (1)
- Low socio-economic status (1)
School or home
- _No mention (2)
- Mixture (1)
- School (4)
Moderating variables
- Assessments (2)
- Country / culture (2)
- Design-type/ testing instruments (2)
- Feedback (1)
- Grade/education level (3)
- Length of time (5)
- Multiple exposures (1)
- Novelty Effect (2)
- Peer involvement/group learning (2)
- School-level factors (1)
- Student characteristics (2)
- Subject (3)
- Teacher involvement (1)
- Teacher pedagogy/implementation (1)
- Teacher professional development (1)
- Tech structure (2)
- Type of instruction methods (student/teacher centered) (2)
- Type of knowledge or task (exposing, procedural, active, etc (2)
Tech Hardware
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- Interactive whiteboards (1)
- Internet (1)
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- Mobile/Smartphone (1)
- Multimedia (1 or more) (3)
- Tablet (1)
Tech Software
- Augmented Reality (1)
- Clicker-integrated instruction (1)
- Computer-Assisted Instruction (CAI) (1)
- Computer-Based Teaching (CBT) (3)
- Digital Media (audiovisuals) (1)
- E-book software (1)
- Game learning (2)
- General apps (2)
- Graphic organisers/Visualisations (1)
- LMS (1)
- Serious games (1)
- Virtual manipulatives (1)
Tech mechanism
- Cooperative learning (e.g. discussion areas) (3)
- Direct instruction (1)
- Drill and practice (1)
- Feedback (5)
- Gamification (2)
- Instructional supports/Demos: worked out examples (1)
- Multimedia effects (1)
- Personalization effect (1)
- Research/Homework/Assignments (1)
- Scaffolding/Varying difficulty levels (2)
- Virtual pen and notetaking (1)
Learning Approach
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- Blended learning (1)
- Classroom learning (4)
Teacher Pedagogy
- _No mention (2)
- Collaboration (3)
- Feedback (1)
- Game-based learning (1)
- Group learning (4)
- Individualised (1)
- PC mixed with real objects (1)
- Peer learning (2)
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Research methods
Effect size/ heterogeneity
HIC/LMIC
- HIC (high income) (4)
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Quality of research
- High: 6+ (3)
- Medium: 4 or above (3)