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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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Outcome measure
- Learning (4)
Instructional domain (subject)
- Mathematics (1)
- Multiple (3)
- STEM (1)
Education Level and Type
- K-12 (3)
- Primary 7-10 (1)
- Tertiary (2)
Groups of students
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- EAL (1)
School or home
- School (4)
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)
- 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 (1)
- Interactive whiteboards (1)
- Mobile/Smartphone (1)
- Multimedia (1 or more) (1)
- Tablet (1)
Tech Software
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- 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 (4)
Teacher Pedagogy
- 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 (3)
Quality of research
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- Medium: 4 or above (2)