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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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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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The present meta-analysis challenges the notion that young children necessarily need adult scaffolding in order to understand a narrative story and learn words as long as they encounter optimally designed multimedia stories. Including 29 studies and 1272 children, multimedia stories were found more beneficial than encounters with traditional story materials that did not include the help of an adult for story comprehension (g+ = 0.40, k = 18) as well as vocabulary (g+ = 0.30, k = 11). However,...
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Outcome measure
Instructional domain (subject)
- Literacy (2)
- Mathematics (2)
- Multiple (2)
- Science (1)
- STEM (1)
Education Level and Type
- ECE 0-7 (3)
- High school 16-18 (1)
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- Secondary 11-16 (1)
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Groups of students
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- EAL (2)
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- Low socio-economic status (2)
- SEND (3)
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Moderating variables
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- Peer involvement/group learning (1)
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- Type of instruction methods (student/teacher centered) (1)
Tech Hardware
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Tech mechanism
Learning Approach
Teacher Pedagogy
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- Collaboration (1)
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Research methods
Effect size/ heterogeneity
HIC/LMIC
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Quality of research
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- Medium: 4 or above (2)