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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 investigated the effects of methods for providing item-based feedback in a computer-based environment on students’ learning outcomes. From 40 studies, 70 effect sizes were computed, which ranged from −0.78 to 2.29. A mixed model was used for the data analysis. The results show that elaborated feedback (EF; e.g., providing an explanation) produced larger effect sizes (0.49) than feedback regarding the correctness of the answer (KR; 0.05) or providing the correct...
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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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Outcome measure
- Learning (6)
Instructional domain (subject)
- Languages (1)
- Mathematics (1)
- Multiple
- Science (1)
- STEM (1)
Groups of students
- _No mention (3)
- At-risk (1)
- EAL (1)
- Low socio-economic status (1)
Moderating variables
- Assessments (2)
- Country / culture (1)
- Design-type/ testing instruments (1)
- Feedback (2)
- Grade/education level (3)
- Length of time (6)
- Multiple exposures (1)
- Novelty Effect (3)
- Peer involvement/group learning (2)
- Subject (4)
- Teacher involvement (2)
- Teacher pedagogy/implementation (1)
- Teacher professional development (1)
- Type of instruction methods (student/teacher centered) (1)
- Type of knowledge or task (exposing, procedural, active, etc (4)
Tech Hardware
- Computer (4)
- Interactive whiteboards (1)
- Internet (1)
- Laptops (1)
- Mobile/Smartphone (1)
- Multimedia (1 or more) (1)
- Tablet (1)
Tech Software
- Augmented Reality (1)
- Clicker-integrated instruction (1)
- Computer-Assisted Instruction (CAI) (1)
- Computer-Based Teaching (CBT) (4)
- Digital Media (audiovisuals) (1)
- E-book software (1)
- Game learning (1)
- General apps (1)
- Graphic organisers/Visualisations (1)
- LMS (1)
- Simulations (1)
- Virtual manipulatives (1)
- Virtual Reality (1)
Tech mechanism
- Cooperative learning (e.g. discussion areas) (2)
- Direct instruction (1)
- Drill and practice (1)
- Feedback
- Gamification (1)
- Instructional supports/Demos: worked out examples (2)
- Personalization effect (1)
- Research/Homework/Assignments (1)
- Scaffolding/Varying difficulty levels (1)
- Virtual pen and notetaking (1)
Learning Approach
- Blended learning (1)
- Classroom learning (6)
Teacher Pedagogy
- _No mention (1)
- Collaboration (3)
- Feedback (2)
- Group learning (3)
- Individualised (1)
- PC mixed with real objects (1)
- Peer learning (2)
- Project-based learning (1)
Research methods
Effect size/ heterogeneity
HIC/LMIC
- HIC (high income) (3)
- Mixture or unknown (3)
Quality of research
- High: 6+ (4)
- Medium: 4 or above (2)