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In this synthesis, we systematically review research on educational games with adaptivity. Although an adaptive gaming experience provides personalization to learning, the complexity of design makes it difficult to evaluate its effectiveness. In this systematic review, we adopt three analytic approaches: (1) bibliometric analysis, (2) qualitative thematic analysis, and (3) meta-analysis. We identified 62 relevant publications and used bibliometric analysis to visualize the hidden conceptual...

Digital technology has become a central aspect of higher education, inherently affecting all aspects of the student experience. It has also been linked to an increase in behavioural, affective and cognitive student engagement, the facilitation of which is a central concern of educators. In order to delineate the complex nexus of technology and student engagement, this article systematically maps research from 243 studies published between 2007 and 2016. Research within the corpus was...

Access to quality education is still a major bottleneck in developing countries. Efforts at opening the access to a large majority of citizens in developing nations have explored different strategies including the use of multimedia technology. This paper provides a systematic review of different multimedia tools in the teaching and learning processes with a view to examining how multimedia technologies have proven to be a veritable strategy for bridging the gap in the provision of...

The aim of this systematic literature review was to examine the empirical evidence for the effectiveness of digital games on second language learning between 2014 and 2018, with a focus on participants 6–18 years old. The initial search yielded 578 results, from which a total of 26 articles were included in the final content analysis. The analysis of the included studies revealed: (1) the majority of studies were conducted with a mixed methods design; (2) most studies used computers as the...

The purpose of this work was to meta-analyze empirical evidence about the effectiveness of digital-based interventions for students with mathematical learning difficulties. Furthermore, we investigated whether the school level of the participants and the software instructional approach were decisive modulated factors. A systematic search of randomized controlled studies published between 2003 and 2019 was conducted. A total of 15 studies with 1073 participants met the study selection...

The COVID-19 pandemic in 2020 has had an unprecedented impact on education around the world. In order to understand and face this challenge, educators and researchers undertook a range of research, however the time that teachers have to undertake professional development and seek out such literature to inform their practice has been sorely lacking. Furthermore, literature exploring the wider variety of stakeholder experiences has been suggested to be missing. This living rapid systematic...

Digital game-based learning (DGBL) is known to be widely used for improving learning in various fields. Among the elements of DGBL, competition has been very controversial. This meta-analysis, which included 25 articles written between 2008 and 2019, revealed that DGBL has produced improvements for learning outcomes with an overall effect size of .386. In addition, we explored multiple moderators to understand how competition in DGBL influenced student learning for different learners,...

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...

This meta-analysis maps the evidence on the effectiveness of instructional approaches and conditions for learning computer programming under three study conditions: (a) Studies focusing on the effectiveness of programming interventions per se, (b) studies focusing on the effectiveness of visualization and physicality, and (c) studies focusing on the effectiveness of dominant instructional approaches. Utilizing the data from 139 interventions and 375 effect sizes, we found (a) a strong effect...

A meta-analysis was conducted on the effects of computer-supported early literacy interventions (strict phonological awareness training, combined phonological awareness and letter training, and use of e-books) on phonological-awareness (syllabic awareness, word blending, rhyme, phoneme awareness) and reading-related skills (concept about print, letter knowledge, decoding, spelling) across different languages in preschool and kindergarten since 1995. A total of 59 studies were identified with a...

Serious games have become increasingly available to educators. Empirical studies and meta-analyses have examined their impact on learning achievement. However, natural sciences could have a special relation to serious games by their systematic use of quantitative and predictive models that can generate microworlds and simulations. Since no known meta-analysis on serious games observed a significant impact in the specific context of science learning, the present meta-analysis synthesised...

The flipped classroom instructional strategy is thought to be a good way to structure learning experiences to improve student learning outcomes. Many studies have been conducted to examine the effects of flipped classroom on student learning outcomes compared to the traditional classroom, but the results were inconclusive. The purpose of this study was to examine the overall effect of the flipped classroom instructional strategy on student learning outcomes in relation to a set of moderating...

Several studies show that using technology as an intervention tool in mathematics influences student outcomes, motivation to learn, and attitude about learning. However, no meta-analysis exists that examines all three of these characteristics combined along with several facets of the interventions. Understanding how motivation and attitude changes and influences student learning when technology is involved is essential in effectively using technology to enhance mathematical achievement. The...

The goal of this paper is to report on a meta-analysis about the effects of Computer-Supported Collaborative Learning (CSCL) in STEM education. The analysis is based on 316 outcomes from 143 studies that examined the effects of CSCL published between 2005 and 2014. Our analysis showed that the overall effect size of STEM CSCL was 0.51, a moderate but notable effect size in educational research. The effect was greatest on process outcomes, followed by knowledge outcomes, and affective...

The aimed of this study was to examine how much are the effects of using realia media in increasing science learning outcomes of elementary school students with meta-analysis design. Metaanalysis is a secondary analysis after other researchers have done their own analyses, allowing the meta-analyzer to go beyond what had been accomplished in the past. Steps of meta-analysis are formulating a problem for meta-analysis, searching literature, evaluating literature, statistically analyzing...

In this meta-analysis, we tested the claim that learning how to program a computer improves cognitive skills even beyond programming. The results suggested that students who learned computer programming outperformed those who did not in programming skills and other cognitive skills, such as creative thinking, mathematical skills, metacognition, and reasoning. Learning computer programming has certain cognitive benefits for other domains.

Technological integration in learning and education is an inevitable part of the ever-changing technological world. Leveraging technology is an essential part of every learning mode. While digital technology is increasing common in schools and classrooms, finding ways to improve its impact on student learning remains a challenge for researchers and practitioners. The purpose of the study is to explore and highlight recent key literature addressing the problem of how to most effectively...

This meta‐analysis investigated the effects of learning video games on mathematics achievement of PreK‐12th‐grade students compared with traditional classroom instructional methods. Results from the 24 collected studies showed heterogeneity among effect sizes, both in magnitude and direction. Using a random effects model, a small but marginally significant overall effect (dRE ¼ 0:13; p ¼ :02) suggested that mathematics video games contributed to higher learning gains as compared with...

This meta-analysis examined the effectiveness of improving reading comprehension for students in K-12 classrooms using intelligent tutoring systems (ITSs), a computer-based learning environment that provides customizable and immediate feedback to the learner. Nineteen studies from 13 publications incorporating approximately 10 000 students were included in the final analysis; using robust variance estimation to account for statistical dependencies, the 19 studies yielded 88 effect size...