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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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There is no questioning that the way people live, interact, communicate, and conduct business is undergoing a profound, rapid change. This change is often referred to as the “digital revolution,” which is the advancement of technology from analog, electronic and mechanical tools to the digital tools available today. Moreover, technology has begun to change education, affecting how students acquire the skill sets needed to prepare for college and a career and how educators integrate digital...
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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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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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Outcome measure
- Behaviour (1)
- Engagement (1)
- Learning (9)
- Motivation (1)
- Qualification (1)
- Socio-emotional learning (1)
Instructional domain (subject)
- Languages (1)
- Literacy (1)
- Mathematics (1)
- Multiple
- Science (1)
- Social Studies (1)
Education Level and Type
- K-12 (8)
- Secondary 11-16 (1)
- Tertiary (4)
Groups of students
- _No mention (2)
- At-risk (2)
- Learning difficulties (1)
- Low socio-economic status (1)
- SEND (2)
School or home
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- Home (1)
- Mixture (2)
- School (5)
Moderating variables
- Assessments (2)
- Design-type/ testing instruments (1)
- Feedback (1)
- Grade/education level (3)
- Length of time (6)
- Multiple exposures (1)
- Novelty Effect (1)
- Peer involvement/group learning (2)
- Student characteristics (1)
- Subject (3)
- Teacher involvement (4)
- Teacher professional development (2)
- Tech structure (1)
- Type of instruction methods (student/teacher centered) (2)
- Type of knowledge or task (exposing, procedural, active, etc (3)
Tech Hardware
- Assistive Devices for SEND (1)
- CD ROM/ DVD (1)
- Computer
- Handheld device (2)
- Infrastructure (2)
- Interactive whiteboards (2)
- Internet (1)
- Laptops (2)
- Mobile/Smartphone (2)
- Multimedia (1 or more) (2)
- Tablet (2)
Tech Software
- Computer-Assisted Instruction (CAI) (2)
- Computer-Based Teaching (CBT) (4)
- Digital Media (audiovisuals) (1)
- Game learning (3)
- General apps (1)
- Graphic organisers/Visualisations (1)
- LMS (1)
- Serious games (1)
- Simulations (2)
- Virtual Reality (2)
Tech mechanism
Learning Approach
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- Blended learning (1)
- Classroom learning (6)
- Remote learning (2)
Teacher Pedagogy
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- Collaboration (4)
- Feedback (2)
- Flipped classroom (1)
- Game-based learning (2)
- Group learning (1)
- Individualised (1)
- Project-based learning (1)
- Scaffolding (1)
Research methods
Effect size/ heterogeneity
HIC/LMIC
- HIC (high income) (3)
- LMIC (middle/low) (1)
- Mixture or unknown (5)
Quality of research
- High: 6+ (4)
- Low: 3 or below (1)
- Medium: 4 or above (3)