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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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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 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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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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Outcome measure
- Behaviour (1)
- Learning
- Motivation (1)
Instructional domain (subject)
- Computing (1)
- Languages (1)
- Literacy (1)
- Mathematics (2)
- Multiple (2)
- Science (1)
- Social Studies (1)
- STEM (1)
Education Level and Type
- ECE 0-7 (1)
- K-12 (1)
- Primary 7-10 (1)
- Secondary 11-16 (1)
- Tertiary (1)
Groups of students
- _No mention (1)
- Gifted students (1)
- Low-performing (1)
- Low socio-economic status (1)
Moderating variables
- Attainment level of students (1)
- Class size (1)
- Design-type/ testing instruments (1)
- Length of time (2)
- Parent/carer involvement (1)
- Student characteristics (1)
- Teacher involvement (1)
- Teacher pedagogy/implementation (1)
- Tech structure (1)
- Type of knowledge or task (exposing, procedural, active, etc (1)
Tech Hardware
- Computer (2)
- E-book hardware - e.g. kindle (1)
- Handheld device (1)
- Internet (1)
- Mobile/Smartphone (1)
- Multimedia (1 or more) (4)
- Tablet (1)
- Touch-screen (1)
Tech Software
- Digital Media (audiovisuals) (1)
- E-book software (1)
- Game learning (2)
- General apps (1)
- Graphic organisers/Visualisations (1)
- Intelligent Tutoring (1)
- Serious games (1)
- Simulations (1)
- Virtual Reality (1)
Tech mechanism
Learning Approach
- Blended learning (1)
- Classroom learning (3)
- Remote learning (2)
Teacher Pedagogy
- Game-based learning (1)
- Scaffolding (1)
Research methods
Effect size/ heterogeneity
HIC/LMIC
- HIC (high income) (1)
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Quality of research
- High: 6+ (3)
- Medium: 4 or above (2)
Geography if specific
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- Turkey (1)
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