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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...
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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 systematically reviewed research on digital games and learning for K–16 students. We synthesized comparisons of game versus nongame conditions (i.e., media comparisons) and comparisons of augmented games versus standard game designs (i.e., value-added comparisons). We used random-effects meta-regression models with robust variance estimates to summarize overall effects and explore potential moderator effects. Results from media comparisons indicated that digital...
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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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Outcome measure
Instructional domain (subject)
- Literacy (2)
- Mathematics (1)
- Multiple (3)
Education Level and Type
- ECE 0-7 (3)
- High school 16-18 (1)
- K-12 (3)
- Middle school (1)
- Primary 7-10 (2)
- Secondary 11-16 (1)
- Tertiary (2)
Groups of students
- _No mention (1)
- At-risk (1)
- EAL (2)
- Learning difficulties (1)
- Low-performing (2)
- Low socio-economic status (1)
- SEND (1)
- typically-developing students (1)
School or home
- _No mention (1)
- Mixture (2)
- School (3)
Moderating variables
- Assessments (1)
- Country / culture (1)
- Design-type/ testing instruments (3)
- Grade/education level (4)
- Length of time (5)
- Multiple exposures (3)
- Novelty Effect (1)
- Peer involvement/group learning (1)
- Student characteristics (1)
- Subject (2)
- 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 (2)
Tech Hardware
- CD ROM/ DVD (1)
- Computer (4)
- E-book hardware - e.g. kindle (2)
- Handheld device (1)
- Interactive whiteboards (2)
- Internet (1)
- Mobile/Smartphone (1)
- Multimedia (1 or more) (3)
- Radio (1)
- Tablet (2)
- Touch-screen (1)
- TV (1)
Tech Software
- Audio books (1)
- Augmented Reality (1)
- Computer Algebra Systems (1)
- Computer-Assisted Instruction (CAI) (1)
- Computer-Based Teaching (CBT) (2)
- Digital Media (audiovisuals) (2)
- E-book software (3)
- Game learning (1)
- General apps (2)
- Graphic organisers/Visualisations (2)
- Intelligent Tutoring (1)
- LMS (1)
- Tutorials (1)
- Virtual manipulatives (1)
Tech mechanism
- Cooperative learning (e.g. discussion areas) (2)
- Direct instruction (1)
- Drill and practice (1)
- Feedback (4)
- Gamification (2)
- Instructional supports/Demos: worked out examples (1)
- Multimedia effects (2)
- Personalization effect (1)
- Scaffolding/Varying difficulty levels (3)
- Virtual pen and notetaking (1)
Learning Approach
- _No mention (2)
- Blended learning (2)
- Classroom learning (3)
Teacher Pedagogy
- _No mention (2)
- Collaboration (2)
- Feedback (1)
- Game-based learning (2)
- Group learning (2)
- PC mixed with real objects (1)
- Peer learning (1)
- Scaffolding (1)
Research methods
Effect size/ heterogeneity
HIC/LMIC
- HIC (high income) (3)
- Mixture or unknown (3)