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Dynamic geometry software (DGS) aims to enhance mathematics education. This systematic review and meta-analysis evaluated the quasi-experimental studies on the effectiveness of DGS-based instruction in improving students’ mathematical achievement. Research articles published between 1990 and 2013 were identified from major databases according to a prespecified search strategy and selection criteria. A meta-analysis was conducted based on the random-effects model to evaluate the effectiveness...
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This report presents an overview of the process and initial findings of a systematic review and meta-analysis of the literature on computer simulations for K–12 science, technology, engineering, and mathematics (STEM) learning topics. Both quantitative and qualitative research studies on the effects of simulation in STEM were reviewed. Studies that reported effect size measures or the data to calculate effect sizes were included in the meta-analysis. Important moderating factors related to...
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This article reports the results of a meta-analysis of technology-based intervention studies for children with autism spectrum disorders. We conducted a systematic review of research that used a pre–post design to assess innovative technology interventions, including computer programs, virtual reality, and robotics. The selected studies provided interventions via a desktop computer, interactive DVD, shared active surface, and virtual reality. None employed robotics. The results provide...
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Giving a student control over their learning has theoretical and intuitive appeal, but its effects are neither powerful nor consistent in the empirical literature base. This meta-analysis updated previous meta-analytic research by Niemiec, Sikorski, and Walberg by studying the overall effectiveness of providing learner control within educational technology, the characteristics of instruction along the continuum of learner control, and elements of the instructional environments that may play...
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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
- Attitudes (1)
- Behaviour (2)
- Learning
- Socio-emotional learning (1)
Instructional domain (subject)
- Literacy (1)
- Mathematics (1)
- Multiple (2)
- STEM (1)
Education Level and Type
- ECE 0-7 (1)
- Informal education (1)
- K-12 (5)
- Primary 7-10 (1)
- Tertiary (3)
Groups of students
- SEND (1)
Moderating variables
- Assessments (1)
- Design-type/ testing instruments (1)
- Feedback (2)
- Grade/education level (1)
- IQ (1)
- Length of time
- Novelty Effect (2)
- Peer involvement/group learning (3)
- Teacher involvement (3)
- Teacher pedagogy/implementation (1)
- Tech structure (1)
- Type of instruction methods (student/teacher centered) (1)
- Type of knowledge or task (exposing, procedural, active, etc (1)
Tech Hardware
- CD ROM/ DVD (1)
- Computer (3)
Tech Software
- Audio books (1)
- Computer-Assisted Instruction (CAI) (3)
- Dynamic Geometry Software (1)
- Game learning (3)
- General apps (2)
- Robotics (1)
- Simulations (2)
- Virtual Reality (3)
Tech mechanism
Learning Approach
- Blended learning (2)
- Classroom learning (5)
- Remote learning (2)
Teacher Pedagogy
- Collaboration (3)
- Peer learning (1)
- Scaffolding (2)
- Self-paced (no teacher) (1)
Research methods
Effect size/ heterogeneity
HIC/LMIC
Quality of research
- High: 6+ (3)
- Medium: 4 or above (2)