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Identifying effective literacy instruction programs has been a focal point for governments, educators and parents over the last few decades (Ontario Ministry of Education, 2004, 2006; Council of Ontario Directors of Education, 2011). Given the increasing use of computer technologies in the classroom and in the home, a variety of information communication technology (ICT) interventions for learning have been introduced. Meta-analyses comparing the impact of these programs on learning,...
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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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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...
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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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Instructional domain (subject)
- Literacy (1)
- Mathematics (1)
- Multiple (1)
- STEM (1)
Education Level and Type
- K-12 (4)
- Primary 7-10 (1)
- Tertiary (1)
Groups of students
- EAL (1)
- Low-performing (1)
- SEND (1)
School or home
- School (3)
Moderating variables
- Assessments (1)
- Design-type/ testing instruments (2)
- Feedback (2)
- Implementation fidelity (1)
- Length of time (3)
- Novelty Effect (2)
- Peer involvement/group learning (3)
- Teacher involvement
- Teacher pedagogy/implementation (1)
- Teacher professional development (1)
- Tech structure (1)
- Type of instruction methods (student/teacher centered) (1)
- Type of knowledge or task (exposing, procedural, active, etc (1)
Tech Hardware
- Computer (3)
- Multimedia (1 or more) (1)
Tech Software
- Computer-Assisted Instruction (CAI) (2)
- Dynamic Geometry Software (1)
- Game learning (1)
- General apps (1)
- Simulations (2)
- Virtual Reality (1)
Tech mechanism
Learning Approach
Teacher Pedagogy
- Collaboration (3)
- Peer learning (1)
- Scaffolding (1)
Research methods
Effect size/ heterogeneity
HIC/LMIC
Quality of research
- High: 6+ (2)
- Medium: 4 or above (2)