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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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As a learner-centered approach, technology-facilitated personalized learning has received increasing attention in the field of education. However, it is not clear whether technology-facilitated personalized learning is effective for both learning achievements and learning perceptions. This study aims to close the research gaps and examine the effect sizes of technology-facilitated personalized learning on learning achievements and learning perceptions from 2001 to 2020. In total, 34...
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The current study utilized a strategic search approach based on publishing trends, instructional, research methodological components, research emphasis, and adaptive techniques and technology, During the last one decade, several peer-reviewed articles have addressed to different dimensions of this domain area. However, there is a lack of a comprehensive and systematic narrative which can portray a review of studies and literature on this subject. This paper is an attempt to review the...
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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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The technological developments of the twenty-first century have enabled the emergence of alternative teaching-learning models and instructional tools. One of the concepts brought about by such developments is mobile learning. The aim of this study was to test the effect of mobile learning on students’ mathematics achievement. A systematic database search that included the Academic Search Complete, Education Resources Information Center (ERIC), EBSCO, JSTOR, ScienceDirect, Taylor & Francis...
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Digital learning technologies offer many opportunities to personalize instruction and learning in K-12 and higher education. In the last ten years, a growing body of research described personalized feedback implementations and investigated their effects on educational outcomes. Building on personalized education and adaptive learning systems models, this review provides an analytic framework to summarize key features of personalized feedback implementations and main empirical results. The...
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This study seeks scientometric, content and co-occurrence analysis of systematic review and Meta-analysis articles in the feld of gamifcation in education. In terms of purpose, this is an applied study and regarding type, it is a scientometric and co�occurrence analysis. The researchers conducted a search in WoS, Scopus and Pub�Med databases. The abstract and full text of 25 out of 71 articles were selected to be included in the study. Then, the citation and altmetrics indicators were...
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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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Outcome measure
- Engagement (1)
- Learning (5)
- Motivation (1)
Instructional domain (subject)
- Literacy (3)
- Mathematics (3)
- Multiple (2)
- Science (1)
- STEM (1)
Education Level and Type
- ECE 0-7 (2)
- High school 16-18 (1)
- K-12 (2)
- Primary 7-10 (2)
- Secondary 11-16 (1)
- Tertiary (2)
Groups of students
- _No mention (1)
- At-risk (1)
- Low socio-economic status (1)
- typically-developing students (1)
Moderating variables
- Country / culture (1)
- Grade/education level (1)
- Length of time (3)
- Multiple exposures (2)
- Parent/carer involvement (1)
- School-level factors (1)
- Student characteristics (1)
- Subject (2)
- Teacher involvement (3)
- Tech structure (3)
Tech Hardware
- Computer (1)
- E-book hardware - e.g. kindle (2)
- Handheld device (2)
- Interactive whiteboards (1)
- Mobile/Smartphone (1)
- Multimedia (1 or more) (4)
- Tablet (2)
- Touch-screen (2)
Tech Software
- Augmented Reality (1)
- E-book software (2)
- Game learning (2)
- Virtual Reality (1)
Tech mechanism
- Feedback (1)
- Gamification (2)
Learning Approach
- Blended learning (1)
- Classroom learning (2)
Teacher Pedagogy
- _No mention (1)
- Group learning (1)
- Scaffolding (1)
Research methods
Effect size/ heterogeneity
HIC/LMIC
- HIC (high income) (1)
- Mixture or unknown (3)
Quality of research
- High: 6+ (4)
- Medium: 4 or above (1)
Geography if specific
- Mixture (3)
- Taiwan (1)
- The Netherlands (1)
- Turkey (1)
- USA (1)