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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 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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This research aims to investigate the effect of computer-based teaching (CBT) on students’ academic success. The research used a meta-analytic method to reach a general conclusion by statistically calculating the results of a number of independent studies. In total, 78 studies (62 master’s theses, 4 PhD theses, and 12 articles) concerning this issue were researched based on the literature review of the articles and theses which involved pre-test and post-test control groups and were...
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In this meta-analysis, we investigated the effects of methods for providing item-based feedback in a computer-based environment on students’ learning outcomes. From 40 studies, 70 effect sizes were computed, which ranged from −0.78 to 2.29. A mixed model was used for the data analysis. The results show that elaborated feedback (EF; e.g., providing an explanation) produced larger effect sizes (0.49) than feedback regarding the correctness of the answer (KR; 0.05) or providing the correct...
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The present review examines research on the effects of educational technology applications on mathematics achievement in K-12 classrooms. Unlike previous reviews, this review applies consistent inclusion standards to focus on studies that met high methodological standards. In addition, methodological and substantive features of the studies are investigated to examine the relationship between educational technology applications and study features. A total of 74 qualified studies were included...
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Outcome measure
- Learning (6)
Instructional domain (subject)
- Mathematics (3)
- Multiple (4)
- Science (2)
Education Level and Type
- ECE 0-7 (1)
- High school 16-18 (2)
- K-12 (5)
- Middle school (1)
- Primary 7-10 (2)
- Secondary 11-16 (2)
- Tertiary (1)
Groups of students
- _No mention (3)
- EAL (1)
- Low-performing (1)
- Low socio-economic status (1)
Moderating variables
- Country / culture (1)
- Design-type/ testing instruments (3)
- Grade/education level
- Length of time (7)
- Multiple exposures (1)
- Novelty Effect (1)
- Socio-economic status (1)
- Student characteristics (1)
- Subject (4)
- Teacher involvement (3)
- Teacher pedagogy/implementation (1)
- Teacher professional development (1)
- Tech structure (2)
- Type of instruction methods (student/teacher centered) (2)
- Type of knowledge or task (exposing, procedural, active, etc (4)
Tech Hardware
- Computer (6)
- Interactive whiteboards (1)
- Internet (1)
- Mobile/Smartphone (1)
- Multimedia (1 or more) (1)
- Tablet (1)
Tech Software
- Augmented Reality (1)
- Computer Algebra Systems (1)
- Computer-Assisted Instruction (CAI) (2)
- Computer-Based Teaching (CBT) (3)
- Digital Media (audiovisuals) (1)
- E-book software (1)
- Game learning (1)
- General apps (2)
- Graphic organisers/Visualisations (2)
- Intelligent Tutoring (1)
- LMS (2)
- Tutorials (1)
- Virtual manipulatives (2)
- Virtual Reality (1)
Tech mechanism
Learning Approach
- Blended learning (1)
- Classroom learning (5)
Teacher Pedagogy
- _No mention (1)
- Collaboration (1)
- Feedback (2)
- Game-based learning (1)
- Group learning (1)
- PC mixed with real objects (1)
- Peer learning (2)
- Scaffolding (1)
Research methods
Effect size/ heterogeneity
HIC/LMIC
- HIC (high income) (3)
- Mixture or unknown (5)
Quality of research
- High: 6+ (7)