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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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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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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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Different learning environments provide different learning experiences and ought to serve different achievement goals. We hypothesized that constructivist learning environments lead to the attainment of achievements that are consistent with the experiences that such settings provide and that more traditional settings lead to the attainments of other kinds of achievement in accordance with the experiences they provide. A meta-analytic study was carried out on 32 methodologically-appropriate...
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Outcome measure
- Learning (5)
Instructional domain (subject)
- Mathematics (2)
- Multiple (3)
- STEM (1)
Education Level and Type
- High school 16-18 (1)
- K-12 (4)
- Primary 7-10 (2)
- Secondary 11-16 (1)
- Tertiary (2)
Groups of students
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- EAL (1)
School or home
- School (5)
Moderating variables
- Assessments (2)
- Country / culture (1)
- Design-type/ testing instruments (1)
- Feedback (2)
- Grade/education level (1)
- Length of time (4)
- Multiple exposures (1)
- Novelty Effect
- Peer involvement/group learning (3)
- School-level factors (1)
- Subject (1)
- Teacher involvement (2)
- Teacher pedagogy/implementation (2)
- Type of instruction methods (student/teacher centered) (1)
- Type of knowledge or task (exposing, procedural, active, etc (2)
Tech Hardware
- Computer (2)
- Interactive whiteboards (1)
- Mobile/Smartphone (1)
- Multimedia (1 or more) (1)
- Tablet (1)
Tech Software
- Augmented Reality (1)
- Clicker-integrated instruction (1)
- Computer-Assisted Instruction (CAI) (2)
- Computer-Based Teaching (CBT) (1)
- Digital Media (audiovisuals) (1)
- Dynamic Geometry Software (1)
- E-book software (1)
- Game learning (1)
- General apps (2)
- Graphic organisers/Visualisations (1)
- LMS (1)
- Simulations (1)
- Virtual manipulatives (1)
- Virtual Reality (1)
Tech mechanism
Learning Approach
- Blended learning (1)
- Classroom learning (5)
Teacher Pedagogy
- _No mention (1)
- Collaboration (3)
- Feedback (1)
- Group learning (2)
- PC mixed with real objects (1)
- Peer learning (2)
Research methods
Effect size/ heterogeneity
HIC/LMIC
- HIC (high income) (1)
- Mixture or unknown (4)
Quality of research
- High: 6+ (2)
- Medium: 4 or above (2)