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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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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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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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Outcome measure
- Behaviour (1)
- Learning (4)
- Motivation (2)
Instructional domain (subject)
- Mathematics (1)
- Multiple (3)
Education Level and Type
- ECE 0-7 (1)
- High school 16-18 (2)
- K-12 (2)
- Middle school (1)
- Primary 7-10 (1)
- Secondary 11-16 (3)
- Tertiary (3)
Groups of students
- Low-performing (1)
School or home
- _No mention (1)
- Home (1)
- Mixture (1)
Moderating variables
Tech Hardware
- Computer (3)
- Mobile/Smartphone (1)
- Multimedia (1 or more) (3)
Tech Software
- Computer Algebra Systems (1)
- Game learning (2)
- General apps (1)
- Intelligent Tutoring (1)
- Serious games (2)
- Simulations (1)
- Tutorials (1)
- Virtual Reality (1)
Tech mechanism
Learning Approach
- _No mention (1)
- Remote learning (1)
Teacher Pedagogy
- Collaboration (1)
- Feedback (1)
- Game-based learning
- Group learning (1)
- Scaffolding (1)
Research methods
Effect size/ heterogeneity
HIC/LMIC
Quality of research
- High: 6+ (3)
- Medium: 4 or above (2)
Geography if specific
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