Your search
Results 12 resources
-
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...
-
The technological developments of the twenty-first century have enabled the emergence of alternative teaching-learning models and instructional tools. One of the concepts brought about by such developments is mobile learning. The aim of this study was to test the effect of mobile learning on students’ mathematics achievement. A systematic database search that included the Academic Search Complete, Education Resources Information Center (ERIC), EBSCO, JSTOR, ScienceDirect, Taylor & Francis...
-
Background: The array of availability of diverse digital reading applications, the mixed results emerging from small-scale experimental studies, as well as the long-standing tradition and range of known positive developmental outcomes gained from adultchild storybook reading warrant an investigation into electronic storybooks (e-books) by performing a meta-analysis, which includes recent studies.
-
This meta-analysis examines the inconsistent findings across experimental studies that compared children’s learning outcomes with digital and paper books. We quantitatively reviewed 39 studies reported in 30 articles (n = 1,812 children) and compared children’s story comprehension and vocabulary learning in relation to medium (reading on paper versus on-screen), design enhancements in digital books, the presence of a dictionary, and adult support for children aged between 1 and 8 years. The...
-
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...
-
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...
-
This report presents an overview of the process and initial findings of a systematic review and meta-analysis of the literature on computer simulations for K–12 science, technology, engineering, and mathematics (STEM) learning topics. Both quantitative and qualitative research studies on the effects of simulation in STEM were reviewed. Studies that reported effect size measures or the data to calculate effect sizes were included in the meta-analysis. Important moderating factors related to...
-
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...
-
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...
-
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...
-
Since its advent word processing has become a common writing tool, providing potential advantages over writing by hand. Word processors permit easy revision, produce legible characters quickly, and may provide additional supports (e.g., spellcheckers, speech recognition). Such advantages should remedy common difficulties among weaker writers/readers in grades 1–12. Based on 27 studies with weaker writers, 20 of which were not considered in prior reviews, findings from this meta-analysis...
-
A systematic search of the research literature from 1996 through July 2008 identified more than a thousand empirical studies of online learning. Analysts screened these studies to find those that (a) contrasted an online to a face-to-face condition, (b) measured student learning outcomes, (c) used a rigorous research design, and (d) provided adequate information to calculate an effect size. As a result of this screening, 50 independent effects were identified that could be subjected to...
Explore
Outcome measure
- Attitudes (1)
- Learning (11)
- Motivation (1)
Instructional domain (subject)
- Literacy (5)
- Mathematics (3)
- Multiple (3)
- STEM (1)
Education Level and Type
- ECE 0-7 (4)
- High school 16-18 (1)
- K-12 (7)
- Middle school (1)
- Primary 7-10 (4)
- Secondary 11-16 (2)
- Tertiary (4)
Groups of students
- _No mention (1)
- At-risk (2)
- EAL (2)
- Learning difficulties (1)
- Low-performing (2)
- Low socio-economic status (5)
- SEND (1)
- typically-developing students (1)
School or home
- _No mention (1)
- Home (1)
- Mixture (3)
- School (8)
Moderating variables
- Assessments (1)
- Design-type/ testing instruments (5)
- Ethnicity (1)
- Feedback (2)
- Gender (1)
- Grade/education level (4)
- Length of time (8)
- Multiple exposures (2)
- Novelty Effect (1)
- Parent/carer involvement (2)
- Peer involvement/group learning (3)
- School-level factors (2)
- SEND (1)
- Socio-economic status (1)
- Subject (1)
- Teacher involvement
- Teacher professional development (1)
- Tech structure (4)
- Type of instruction methods (student/teacher centered) (1)
- Type of knowledge or task (exposing, procedural, active, etc (3)
Tech Hardware
- Computer (7)
- E-book hardware - e.g. kindle (3)
- Handheld device (3)
- Interactive whiteboards (1)
- Internet (2)
- Mobile/Smartphone (1)
- Multimedia (1 or more) (4)
- Tablet (2)
- Touch-screen (2)
Tech Software
- Augmented Reality (1)
- Computer Algebra Systems (1)
- Computer-Assisted Instruction (CAI) (3)
- Computer-Based Teaching (CBT) (2)
- E-book software (3)
- Game learning (1)
- General apps (2)
- Intelligent Tutoring (1)
- LMS (2)
- Simulations (2)
- Tutorials (1)
- Virtual Reality (1)
- Word processor (1)
Tech mechanism
Learning Approach
- Blended learning (2)
- Classroom learning (8)
- Remote learning (1)
Teacher Pedagogy
- _No mention (2)
- Collaboration (2)
- Feedback (1)
- Game-based learning (1)
- Group learning (1)
- Peer learning (1)
- Scaffolding (2)
Research methods
Effect size/ heterogeneity
HIC/LMIC
- HIC (high income) (3)
- Mixture or unknown (8)