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Language abilities in the early years are a strong predictor of children’s success in school. However, a considerable number of children enter school with poor language skills. Therefore, one of the most important but also challenging mandates of early childhood education and care [ECEC] is to promote these skills before school enrolment. Meta-analytic evidence suggests that shared book reading is a valuable tool to narrow this gap in the early years. In the digital age, ebooks might offer...
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Previous empirical studies on the effect of scaffolding in game-based learning environments have shown inconsistent findings. In this study, we conducted a meta-analysis to examine the effect of scaffolding in digital game-based learning (DGBL) and to explore a range of moderating factors that may have contributed to the inconsistencies of primary studies. We used the three-level meta-analysis method to analyze the data for handling data non-dependency issues of multiple effect sizes in one...
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This study seeks scientometric, content and co-occurrence analysis of systematic review and Meta-analysis articles in the feld of gamifcation in education. In terms of purpose, this is an applied study and regarding type, it is a scientometric and co�occurrence analysis. The researchers conducted a search in WoS, Scopus and Pub�Med databases. The abstract and full text of 25 out of 71 articles were selected to be included in the study. Then, the citation and altmetrics indicators were...
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This meta-analysis extended the current literature regarding the effects of computer technology (CT) on mathematics achievement, with a particular focus on low-performing students. A total of 45 independent effect sizes extracted from 31 empirical studies based on a total of 2,044 low-performing students in K-12 classrooms were included in this meta-analysis. Consistent with previous reviews, this study suggested a statistically significant and positive effect of CT ([Formula: see...
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The present article attempts to reinterpret the findings of most recent studies investigating effect of using games for teaching purposes. A methodological approach combining a meta-analysis of quantitative data with qualitative ones was adopted in order to present the broadest picture of the current research on educational use of games. To this end, we conducted a meta-analysis of 180 effect size comparisons out of 154 empirical studies on the effect of both digital and non-digital games on...
 
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Outcome measure
- Engagement (1)
 - Learning
 - Motivation (1)
 
Instructional domain (subject)
- Computing (1)
 - Languages (1)
 - Literacy (2)
 - Mathematics (4)
 - Multiple (3)
 - Science (2)
 - Social Studies (1)
 - STEM (2)
 
Education Level and Type
- ECE 0-7 (2)
 - High school 16-18 (2)
 - K-12 (1)
 - Middle school (1)
 - Primary 7-10 (2)
 - Secondary 11-16 (2)
 - Tertiary (1)
 
Groups of students
- _No mention (2)
 - At-risk (1)
 - Gifted students (1)
 - Low-performing (1)
 - typically-developing students (1)
 
Moderating variables
Tech Hardware
- Computer (2)
 - E-book hardware - e.g. kindle (1)
 - Handheld device (1)
 - Interactive whiteboards (1)
 - Multimedia (1 or more) (4)
 - Tablet (1)
 - Touch-screen (1)
 
Tech Software
- Computer Algebra Systems (1)
 - E-book software (1)
 - Game learning (3)
 - General apps (2)
 - Intelligent Tutoring (1)
 - Tutorials (1)
 - Virtual Reality (1)
 
Tech mechanism
- Feedback (2)
 - Gamification (3)
 
Learning Approach
- Blended learning (1)
 - Classroom learning (2)
 
Teacher Pedagogy
- Feedback (1)
 - Game-based learning (1)
 - Group learning (1)
 
Research methods
Effect size/ heterogeneity
HIC/LMIC
- HIC (high income) (1)
 - Mixture or unknown (4)
 
Quality of research
- High: 6+ (4)
 - Medium: 4 or above (1)
 
Geography if specific
- _no mention (2)
 - Mixture (2)