Your search
Results 11 resources
-
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...
-
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...
-
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...
-
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,...
-
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...
-
Meta-analytical research has shown that computer technology can play a significant role in increasing positive learning outcomes of students. Research on this topic has resulted in conflicting findings on academic achievement and other measures of student outcomes. The current meta-analysis sought to assess the level of differences that existed between students being instructed with computer technology versus the academic achievement outcomes of students instructed with traditional methods....
-
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...
-
The English Review Group completed an overarching systematic review of the impact of Information and Communication Technology (ICT) on literacy learning in English in 2002 (Andrews et al., 2002). In this review, a ‘map’ described all the included research in the field. An in-depth sub-review reported on the impact of networked ICT on literacy learning (Andrews et al., 2002). This present review is one of a further four in-depth sub-reviews that address aspects of the overarching question –...
-
This study quantitatively synthesized the empirical research on the effects of social context (i.e., small group versus individual learning) when students learn using computer technology. In total, 486 independent findings were extracted from 122 studies involving 11,317 learners. The results indicate that, on average, small group learning had significantly more positive effects than individual learning on student individual achievement (mean ES = + 0.15), group task performance (mean ES = +...
Explore
Outcome measure
- Attitudes (1)
- Behaviour (1)
- Learning (11)
- Motivation (1)
- Socio-emotional learning (1)
Instructional domain (subject)
- Computing (1)
- Languages (1)
- Literacy (4)
- Mathematics (5)
- Multiple (4)
- Science (4)
- Social Studies (2)
- STEM (1)
Education Level and Type
- ECE 0-7 (6)
- High school 16-18 (2)
- Informal education (1)
- K-12 (5)
- Primary 7-10 (7)
- Secondary 11-16 (3)
- Tertiary (4)
Groups of students
- _No mention (1)
- At-risk (2)
- EAL (3)
- Learning difficulties (3)
- Low-performing (4)
- Low socio-economic status (2)
- SEND (5)
- typically-developing students (2)
School or home
- _No mention (5)
- Mixture (1)
- School (3)
Moderating variables
- __ no obvious moderating variables (4)
- Assessments (1)
- Attainment level of students (1)
- Design-type/ testing instruments (1)
- Gender (1)
- Grade/education level (1)
- Length of time (1)
- Multiple exposures (1)
- Peer involvement/group learning (2)
- SEND (1)
- Student characteristics (4)
- Teacher involvement (2)
- Teacher professional development (1)
- Tech structure (2)
- Type of instruction methods (student/teacher centered) (1)
Tech Hardware
- CD ROM/ DVD (2)
- Computer (9)
- E-book hardware - e.g. kindle (1)
- Internet (1)
- Mobile/Smartphone (1)
- Multimedia (1 or more) (5)
- Radio (1)
- Tablet (1)
- TV (2)
Tech Software
- Audio books (2)
- Building blocks (1)
- Computer-Assisted Instruction (CAI) (5)
- Computer-Based Teaching (CBT) (1)
- Digital Media (audiovisuals) (3)
- E-book software (2)
- Game learning (5)
- General apps (1)
- Graphic organisers/Visualisations (3)
- Simulations (4)
- Tutorials (2)
- Virtual manipulatives (1)
- Virtual Reality (1)
- Word processor (1)
Tech mechanism
Learning Approach
Teacher Pedagogy
- _No mention (4)
- Collaboration (1)
- Feedback (1)
- Game-based learning (2)
- Group learning (2)
- Peer learning (1)
- Scaffolding (3)
Research methods
Effect size/ heterogeneity
HIC/LMIC
- HIC (high income) (3)
- LMIC (middle/low) (1)
- Mixture or unknown (7)
Quality of research
- High: 6+ (6)
- Low: 3 or below (1)
- Medium: 4 or above (5)
Geography if specific
- _no mention (4)
- Israel (1)
- Mixture (2)
- Taiwan (1)
- The Netherlands (1)
- Turkey (2)
- UK (1)
- USA (2)