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The purpose of this work was to meta-analyze empirical evidence about the effectiveness of digital-based interventions for students with mathematical learning difficulties. Furthermore, we investigated whether the school level of the participants and the software instructional approach were decisive modulated factors. A systematic search of randomized controlled studies published between 2003 and 2019 was conducted. A total of 15 studies with 1073 participants met the study selection...
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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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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 (3)
- Multiple (3)
- Science (2)
- STEM (1)
Education Level and Type
- ECE 0-7 (2)
- High school 16-18 (2)
- Informal education (1)
- K-12 (1)
- Primary 7-10 (4)
- Secondary 11-16 (2)
- Tertiary (2)
Groups of students
- _No mention (1)
- At-risk (1)
- Learning difficulties (1)
- Low-performing (1)
- SEND (1)
- typically-developing students (1)
School or home
- _No mention (2)
- School (1)
Moderating variables
Tech Hardware
- Computer (3)
- Multimedia (1 or more) (2)
Tech Software
- Building blocks (1)
- Computer-Assisted Instruction (CAI) (2)
- Digital Media (audiovisuals) (1)
- Game learning (4)
- General apps (1)
- Graphic organisers/Visualisations (1)
- Simulations (3)
- Tutorials (2)
- Virtual manipulatives (1)
- Virtual Reality (1)
Tech mechanism
- _No mention (1)
- Direct instruction (1)
- Drill and practice (1)
- Feedback (1)
- Gamification (2)
- Instructional supports/Demos: worked out examples (1)
Learning Approach
Teacher Pedagogy
- _No mention (2)
- Game-based learning (1)
- Group learning (1)
Research methods
Effect size/ heterogeneity
HIC/LMIC
- HIC (high income) (1)
- LMIC (middle/low) (1)
- Mixture or unknown (3)
Quality of research
Geography if specific
- _no mention (1)
- Mixture (2)
- Taiwan (1)
- Turkey (2)