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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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The present meta-analysis challenges the notion that young children necessarily need adult scaffolding in order to understand a narrative story and learn words as long as they encounter optimally designed multimedia stories. Including 29 studies and 1272 children, multimedia stories were found more beneficial than encounters with traditional story materials that did not include the help of an adult for story comprehension (g+ = 0.40, k = 18) as well as vocabulary (g+ = 0.30, k = 11). However,...
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Background/Context Earlier research on various forms of distance learning concluded that these technologies do not differ significantly from regular classroom instruction in terms of learning outcomes. Now that web-based learning has emerged as a major trend in both K–12 and higher education, the relative efficacy of online and face-to-face instruction needs to be revisited. The increased capabilities of web-based applications and collaboration technologies and the rise of...
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Outcome measure
- Learning (4)
Education Level and Type
- ECE 0-7 (1)
- Informal education (1)
- K-12 (2)
- Primary 7-10 (1)
- Secondary 11-16 (1)
- Tertiary (2)
Groups of students
- _No mention (1)
- EAL (2)
- Learning difficulties (1)
- Low-performing (1)
- Low socio-economic status (1)
- SEND (1)
Moderating variables
- Country / culture (1)
- Design-type/ testing instruments (1)
- Grade/education level
- Length of time (2)
- Multiple exposures (1)
- Novelty Effect (1)
- Subject (2)
- Teacher involvement (1)
- Teacher pedagogy/implementation (1)
- Teacher professional development (1)
- Type of instruction methods (student/teacher centered) (1)
- Type of knowledge or task (exposing, procedural, active, etc (2)
Tech Hardware
- CD ROM/ DVD (1)
- Computer (2)
- E-book hardware - e.g. kindle (1)
- Interactive whiteboards (1)
- Internet (1)
- Mobile/Smartphone (1)
- Multimedia (1 or more) (1)
- Radio (1)
- Tablet (1)
- TV (1)
Tech Software
Tech mechanism
- Cooperative learning (e.g. discussion areas) (1)
- Direct instruction (1)
- Drill and practice (1)
- Feedback (2)
- Gamification (1)
- Instructional supports/Demos: worked out examples (1)
- Multimedia effects (1)
- Personalization effect (1)
- Scaffolding/Varying difficulty levels (2)
- Virtual pen and notetaking (1)
Learning Approach
- _No mention (1)
- Blended learning (1)
- Classroom learning (2)
Teacher Pedagogy
- _No mention (2)
- Collaboration (1)
- Group learning (1)
- PC mixed with real objects (1)
- Peer learning (1)
Research methods
Effect size/ heterogeneity
HIC/LMIC
Quality of research
- High: 6+ (3)