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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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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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Clickers, formerly known as instant response systems, have gradually become an integral part of the classroom. Though several reviews on research into clicker-integrated instruction have been published within this decade, the controversy over whether clickerintegrated instruction is effective to enhance students' learning gains has not been settled because the early reviews mainly focus on students' perceptions toward and acceptance of clicker-integrated instruction. Furthermore, so far...
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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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In this study, we meta-analyzed empirical research of the effectiveness of intelligent tutoring systems (ITS) on K–12 students’ mathematical learning. A total of 26 reports containing 34 independent samples met study inclusion criteria. The reports appeared between 1997 and 2010. The majority of included studies compared the effectiveness of ITS with that of regular classroom instruction. A few studies compared ITS with human tutoring or homework practices. Among the major findings are (a)...
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The purpose of this review is to learn from rigorous evaluations of alternative technology applications how features of using technology programs and characteristics of their evaluations affect reading outcomes for students in grades K-12. The review applies consistent inclusion standards to focus on studies that met high methodological standards. A total of 84 qualifying studies based on over 60,000 K-12 participants were included in the final analysis. Consistent with previous reviews of...
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Outcome measure
- Engagement (1)
- Learning (8)
- Motivation (1)
Instructional domain (subject)
- Computing (1)
- Languages (1)
- Literacy (3)
- Mathematics (4)
- Multiple (5)
- Science (2)
- Social Studies (1)
- STEM (3)
Education Level and Type
- ECE 0-7 (1)
- High school 16-18 (1)
- K-12 (4)
- Primary 7-10 (1)
- Secondary 11-16 (1)
- Tertiary (3)
Groups of students
- _No mention (3)
- At-risk (1)
- EAL (1)
- Gifted students (1)
- Low-performing (1)
- Low socio-economic status (1)
- typically-developing students (1)
School or home
- _No mention (1)
- Home (2)
- School (4)
Moderating variables
- Assessments (2)
- Attainment level of students (1)
- Class size (1)
- Country / culture (1)
- Design-type/ testing instruments (3)
- Ethnicity (1)
- Feedback (1)
- Gender (1)
- Grade/education level (2)
- Length of time
- Multiple exposures (3)
- Novelty Effect (1)
- Peer involvement/group learning (2)
- SEND (1)
- Student characteristics (3)
- Subject (2)
- Teacher involvement (2)
- Teacher pedagogy/implementation (1)
- Tech structure (4)
- Type of instruction methods (student/teacher centered) (1)
- Type of knowledge or task (exposing, procedural, active, etc (1)
Tech Hardware
- Computer (4)
- E-book hardware - e.g. kindle (1)
- Handheld device (1)
- Interactive whiteboards (1)
- Internet (1)
- Multimedia (1 or more)
- Tablet (1)
- Touch-screen (1)
Tech Software
Tech mechanism
Learning Approach
- _No mention (1)
- Blended learning (2)
- Classroom learning (5)
- Remote learning (1)
Teacher Pedagogy
- Collaboration (1)
- Feedback (1)
- Game-based learning (1)
- Group learning (2)
- Peer learning (1)
- Scaffolding (1)
Research methods
Effect size/ heterogeneity
HIC/LMIC
- HIC (high income) (3)
- Mixture or unknown (7)
Quality of research
- High: 6+ (6)
- Medium: 4 or above (3)
Geography if specific
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- Mixture (2)