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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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Previous empirical studies on the effect of scaffolding in game-based learning environments have shown inconsistent findings. In this study, we conducted a meta-analysis to examine the effect of scaffolding in digital game-based learning (DGBL) and to explore a range of moderating factors that may have contributed to the inconsistencies of primary studies. We used the three-level meta-analysis method to analyze the data for handling data non-dependency issues of multiple effect sizes in one...
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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.
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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...
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The present article attempts to reinterpret the findings of most recent studies investigating effect of using games for teaching purposes. A methodological approach combining a meta-analysis of quantitative data with qualitative ones was adopted in order to present the broadest picture of the current research on educational use of games. To this end, we conducted a meta-analysis of 180 effect size comparisons out of 154 empirical studies on the effect of both digital and non-digital games on...
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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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In this study, we meta-analyzed empirical research of the effectiveness of intelligent tutoring systems (ITS) on K–12 students’ mathematical learning. A total of 26 reports containing 34 independent samples met study inclusion criteria. The reports appeared between 1997 and 2010. The majority of included studies compared the effectiveness of ITS with that of regular classroom instruction. A few studies compared ITS with human tutoring or homework practices. Among the major findings are (a)...
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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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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...
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Outcome measure
- Learning
- Motivation (1)
Instructional domain (subject)
- Computing (1)
- Languages (1)
- Literacy (7)
- Mathematics (3)
- Multiple (4)
- Science (2)
- Social Studies (1)
- STEM (1)
Education Level and Type
- ECE 0-7 (5)
- High school 16-18 (2)
- K-12 (4)
- Middle school (1)
- Primary 7-10 (5)
- Secondary 11-16 (2)
- Tertiary (2)
Groups of students
- _No mention (1)
- At-risk (2)
- EAL (3)
- Examination years (1)
- Gifted students (1)
- Learning difficulties (2)
- Low-performing (3)
- Low socio-economic status (5)
- SEND (3)
- typically-developing students (1)
School or home
- _No mention (2)
- Home (3)
- Mixture (2)
- School (5)
Moderating variables
- __ no obvious moderating variables (1)
- Assessments (1)
- Attainment level of students (1)
- Class size (1)
- Design-type/ testing instruments (3)
- Ethnicity (1)
- Gender (1)
- Grade/education level (3)
- Length of time (6)
- Multiple exposures (3)
- Parent/carer involvement (2)
- Peer involvement/group learning (2)
- SEND (1)
- Student characteristics (4)
- Subject (1)
- Teacher involvement (4)
- Teacher pedagogy/implementation (1)
- Tech structure (4)
- Type of instruction methods (student/teacher centered) (2)
- Type of knowledge or task (exposing, procedural, active, etc (1)
Tech Hardware
- CD ROM/ DVD (2)
- Computer (7)
- E-book hardware - e.g. kindle (4)
- Handheld device (3)
- Interactive whiteboards (1)
- Internet (2)
- Mobile/Smartphone (1)
- Multimedia (1 or more)
- Radio (1)
- Tablet (3)
- Touch-screen (2)
- TV (2)
Tech Software
- Audio books (2)
- Computer-Assisted Instruction (CAI) (1)
- Digital Media (audiovisuals) (3)
- E-book software (5)
- Game learning (3)
- General apps (3)
- Graphic organisers/Visualisations (3)
- Intelligent Tutoring (1)
- LMS (1)
- Serious games (1)
- Simulations (1)
- Tutorials (1)
- Virtual Reality (1)
- Word processor (1)
Tech mechanism
Learning Approach
- _No mention (3)
- Blended learning (2)
- Classroom learning (6)
- Remote learning (1)
Teacher Pedagogy
- _No mention (3)
- Collaboration (1)
- Game-based learning (2)
- Group learning (2)
- Scaffolding (2)
Research methods
Effect size/ heterogeneity
HIC/LMIC
- HIC (high income) (4)
- Mixture or unknown (7)