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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 paper a quantitative meta-analysis by systematically review is designed and the impacts of digital games in education is analyzed. A major purpose of this literature review and meta-analysis are to define/identify policy and practice based on existing studies and also their impact compare to traditional lecture. This meta-analysis is performed to understand how games based learning can affect students’ knowledge and skills. Several provoking conclusions in the terms of “Game-based...
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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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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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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
- Behaviour (1)
- Learning
- Motivation (1)
Instructional domain (subject)
- Mathematics (1)
- Multiple
- Science (1)
- STEM (1)
Education Level and Type
- ECE 0-7 (1)
- High school 16-18 (1)
- Informal education (1)
- K-12 (3)
- Primary 7-10 (1)
- Secondary 11-16 (3)
- Tertiary (3)
Groups of students
- _No mention (1)
- At-risk (1)
- typically-developing students (1)
Moderating variables
Tech Hardware
- Computer (3)
- Mobile/Smartphone (1)
- Multimedia (1 or more) (2)
Tech Software
- Game learning (5)
- General apps (1)
- Serious games (1)
- Simulations
- Tutorials (1)
- Virtual Reality (3)
Tech mechanism
Learning Approach
- _No mention (2)
- Classroom learning (1)
- Remote learning (1)
Teacher Pedagogy
- _No mention (1)
- Collaboration (1)
- Game-based learning (2)
- Group learning (1)
Research methods
Effect size/ heterogeneity
HIC/LMIC
- HIC (high income) (1)
- Mixture or unknown (3)
Quality of research
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- Medium: 4 or above (3)
Geography if specific
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- Mixture (1)
- Taiwan (1)
- Turkey (1)