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This study seeks scientometric, content and co-occurrence analysis of systematic review and Meta-analysis articles in the feld of gamifcation in education. In terms of purpose, this is an applied study and regarding type, it is a scientometric and co�occurrence analysis. The researchers conducted a search in WoS, Scopus and Pub�Med databases. The abstract and full text of 25 out of 71 articles were selected to be included in the study. Then, the citation and altmetrics indicators were...
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It is assumed that serious games influences learning in 2 ways, by changing cognitive processes and by affecting motivation. However, until now research has shown little evidence for these assumptions. We used meta-analytic techniques to investigate whether serious games are more effective in terms of learning and more motivating than conventional instruction methods (learning: k ϭ 77, N ϭ 5,547; motivation: k ϭ 31, N ϭ 2,216). Consistent with our hypotheses, serious games were found to be...
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This paper examines the literature on computer games and serious games in regard to the potential positive impacts of gaming on users aged 14 years or above, especially with respect to learning, skill enhancement and engagement. Search terms identified 129 papers reporting empirical evidence about the impacts and outcomes of computer games and serious games with respect to learning and engagement and a multidimensional approach to categorizing games was developed. The findings revealed that...
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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...
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Meta-analytical research has shown that computer technology can play a significant role in increasing positive learning outcomes of students. Research on this topic has resulted in conflicting findings on academic achievement and other measures of student outcomes. The current meta-analysis sought to assess the level of differences that existed between students being instructed with computer technology versus the academic achievement outcomes of students instructed with traditional methods....
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Outcome measure
- Attitudes (1)
- Behaviour (2)
- Engagement (1)
- Learning (5)
- Motivation
- Socio-emotional learning (1)
Instructional domain (subject)
- Literacy (3)
- Mathematics (2)
- Multiple (3)
- Science (1)
- Social Studies (1)
- STEM (1)
Education Level and Type
- High school 16-18 (1)
- K-12 (3)
- Primary 7-10 (1)
- Secondary 11-16 (3)
- Tertiary (3)
Groups of students
- _No mention (1)
- At-risk (1)
- EAL (1)
- Learning difficulties (1)
- Low-performing (1)
- Low socio-economic status (1)
- SEND (1)
- typically-developing students (1)
Moderating variables
Tech Hardware
- Computer (2)
- Handheld device (1)
- Mobile/Smartphone (1)
- Multimedia (1 or more) (3)
Tech Software
- Computer-Assisted Instruction (CAI) (1)
- Game learning (2)
- Serious games (2)
- Simulations (1)
- Virtual Reality (1)
- Word processor (1)
Tech mechanism
Learning Approach
- _No mention (1)
- Classroom learning (1)
- Remote learning (1)
Teacher Pedagogy
- Game-based learning (2)
- Group learning (1)
- Scaffolding (1)
Research methods
Effect size/ heterogeneity
HIC/LMIC
- HIC (high income) (1)
- Mixture or unknown (2)
Quality of research
- High: 6+ (3)
- Medium: 4 or above (3)
Geography if specific
- _no mention (1)
- USA (1)