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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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Based on systematic research of studies published since the year 2000, this comprehensive metaanalysis investigated how the use of technology can enhance learning in secondary school mathematics and science (grade levels 5–13). All studies (k ¼ 92) compared learning outcomes of students using digital tools to those of a control group taught without the use of digital tools. Overall, digital tool use had a positive effect on student learning outcomes (g ¼ 0.65, p < .001). The provision of...
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This article reports the results of a meta-analysis of technology-based intervention studies for children with autism spectrum disorders. We conducted a systematic review of research that used a pre–post design to assess innovative technology interventions, including computer programs, virtual reality, and robotics. The selected studies provided interventions via a desktop computer, interactive DVD, shared active surface, and virtual reality. None employed robotics. The results provide...
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Giving a student control over their learning has theoretical and intuitive appeal, but its effects are neither powerful nor consistent in the empirical literature base. This meta-analysis updated previous meta-analytic research by Niemiec, Sikorski, and Walberg by studying the overall effectiveness of providing learner control within educational technology, the characteristics of instruction along the continuum of learner control, and elements of the instructional environments that may play...
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The purpose of this meta-analysis is to examine overall effect as well as the impact of selected instructional design principles in the context of virtual reality technology-based instruction (i.e. games, simulation, virtual worlds) in K-12 or higher education settings. A total of 13 studies (N ¼ 3081) in the category of games, 29 studies (N ¼ 2553) in the category of games, and 27 studies (N ¼ 2798) in the category of virtual worlds were meta-analyzed. The key inclusion criteria were that...
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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 (3)
- Learning (6)
- Motivation (1)
- Socio-emotional learning (1)
Instructional domain (subject)
- Literacy (1)
- Mathematics (2)
- Multiple (5)
- Science (2)
- STEM (1)
Education Level and Type
- ECE 0-7 (1)
- High school 16-18 (1)
- Informal education (1)
- K-12 (3)
- Primary 7-10 (1)
- Secondary 11-16 (3)
- Tertiary (4)
Groups of students
- _No mention (1)
- SEND (1)
- typically-developing students (1)
Moderating variables
- Assessments (1)
- Feedback (1)
- Grade/education level (2)
- IQ (1)
- Length of time (4)
- Novelty Effect (1)
- Peer involvement/group learning (1)
- Student characteristics (1)
- Subject (1)
- Teacher involvement (2)
- Teacher professional development (1)
- Tech structure (2)
- Type of knowledge or task (exposing, procedural, active, etc (1)
Tech Hardware
- CD ROM/ DVD (1)
- Computer (4)
- Mobile/Smartphone (1)
- Multimedia (1 or more) (3)
Tech Software
- Audio books (1)
- Computer-Assisted Instruction (CAI) (2)
- Game learning (6)
- General apps (2)
- Robotics (1)
- Serious games (1)
- Simulations (3)
- Tutorials (1)
- Virtual Reality
Tech mechanism
Learning Approach
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- Blended learning (2)
- Classroom learning (3)
- Remote learning (3)
Teacher Pedagogy
- _No mention (1)
- Collaboration (1)
- Game-based learning (1)
- Scaffolding (1)
- Self-paced (no teacher) (1)
Research methods
Effect size/ heterogeneity
HIC/LMIC
- HIC (high income) (1)
- Mixture or unknown (5)
Quality of research
- High: 6+ (3)
- Medium: 4 or above (3)