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Moderating variables
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A meta-analysis was performed to synthesize existing research comparing the effects of computerassisted instruction (CAI) versus traditional instruction (TI) on studentsÕ achievement in Taiwan. Fiftytwo studies were located from our sources, and their quantitative data was transformed into effect size (ES). The overall grand mean of the study-weighted ES for all 52 studies was 0.55. The results suggest that CAI is more effective than TI in Taiwan. In addition, two of the seventeen variables...
Last update from database: 05/08/2024, 12:08 (UTC)
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Outcome measure
- Attitudes (1)
- Behaviour (2)
- Learning (22)
- Socio-emotional learning (1)
Instructional domain (subject)
- Computing (1)
- Languages (2)
- Literacy (4)
- Mathematics (7)
- Multiple (13)
- Science (5)
- Social Studies (2)
- STEM (3)
Education Level and Type
- ECE 0-7 (2)
- High school 16-18 (1)
- Informal education (2)
- K-12 (18)
- Primary 7-10 (2)
- Secondary 11-16 (2)
- Tertiary (10)
Groups of students
- _No mention (5)
- At-risk (2)
- EAL (2)
- Gifted students (1)
- Learning difficulties (1)
- Low-performing (1)
- Low socio-economic status (3)
- SEND (2)
- typically-developing students (1)
School or home
- _No mention (2)
- Home (2)
- Mixture (2)
- School (16)
Moderating variables
- Assessments (3)
- Attainment level of students (1)
- Class size (1)
- Country / culture (1)
- Design-type/ testing instruments (10)
- Ethnicity (1)
- Feedback (3)
- Gender (1)
- Grade/education level (10)
- IQ (1)
- Length of time
- Multiple exposures (3)
- Novelty Effect (4)
- Peer involvement/group learning (6)
- School-level factors (1)
- SEND (1)
- Socio-economic status (1)
- Student characteristics (3)
- Subject (6)
- Teacher involvement (9)
- Teacher pedagogy/implementation (4)
- Teacher professional development (1)
- Tech structure (4)
- Type of instruction methods (student/teacher centered) (6)
- Type of knowledge or task (exposing, procedural, active, etc (7)
Tech Hardware
- CD ROM/ DVD (1)
- Computer (17)
- E-book hardware - e.g. kindle (1)
- Handheld device (1)
- Interactive whiteboards (2)
- Internet (3)
- Laptops (1)
- Mobile/Smartphone (1)
- Multimedia (1 or more) (7)
- Tablet (2)
- Touch-screen (1)
Tech Software
- Audio books (1)
- Augmented Reality (1)
- Clicker-integrated instruction (1)
- Computer Algebra Systems (1)
- Computer-Assisted Instruction (CAI) (11)
- Computer-Based Teaching (CBT) (5)
- Digital Media (audiovisuals) (2)
- Dynamic Geometry Software (1)
- E-book software (2)
- Game learning (6)
- General apps (5)
- Graphic organisers/Visualisations (4)
- Intelligent Tutoring (1)
- LMS (3)
- Robotics (1)
- Simulations (2)
- Virtual manipulatives (2)
- Virtual Reality (4)
Tech mechanism
- Cooperative learning (e.g. discussion areas) (3)
- Direct instruction (1)
- Drill and practice (2)
- Feedback (11)
- Gamification (4)
- Graphic modelling (1)
- Instructional supports/Demos: worked out examples (7)
- Multimedia effects (1)
- Personalization effect (2)
- Research/Homework/Assignments (1)
- Scaffolding/Varying difficulty levels (7)
- Virtual pen and notetaking (1)
Learning Approach
- _No mention (1)
- Blended learning (6)
- Classroom learning (18)
- Remote learning (4)
Teacher Pedagogy
- _No mention (3)
- Collaboration (6)
- Feedback (2)
- Game-based learning (1)
- Group learning (4)
- Individualised (1)
- PC mixed with real objects (1)
- Peer learning (4)
- Project-based learning (1)
- Scaffolding (4)
- Self-paced (no teacher) (1)
Research methods
Effect size/ heterogeneity
HIC/LMIC
- HIC (high income) (6)
- LMIC (middle/low) (1)
- Mixture or unknown (19)
Quality of research
- High: 6+ (17)
- Low: 3 or below (1)
- Medium: 4 or above (6)