Your search
Quality of research
Publication year
Results 21 resources
-
Substantial disagreement exists in the literature regarding which educational technology results in the highest cognitive gain for learners. In an attempt to resolve this dispute, we conducted a meta-analysis to decipher which teaching method, games and interactive simulations or traditional, truly dominates and under what circumstances. It was found that across people and situations, games and interactive simulations are more dominant for cognitive gain outcomes. However, consideration of...
Last update from database: 05/08/2024, 12:08 (UTC)
Explore
Outcome measure
- Behaviour (2)
- Engagement (1)
- Learning (21)
- Motivation (3)
Instructional domain (subject)
- Computing (1)
- Languages (1)
- Literacy (5)
- Mathematics (9)
- Multiple (14)
- Science (5)
- Social Studies (2)
- STEM (3)
Education Level and Type
- ECE 0-7 (4)
- High school 16-18 (6)
- Informal education (1)
- K-12 (10)
- Middle school (2)
- Primary 7-10 (8)
- Secondary 11-16 (6)
- Tertiary (9)
Groups of students
- _No mention (4)
- At-risk (3)
- EAL (1)
- Learning difficulties (2)
- Low-performing (5)
- Low socio-economic status (1)
- SEND (4)
- typically-developing students (1)
School or home
- _No mention (3)
- Home (2)
- Mixture (3)
- School (8)
Moderating variables
- __ no obvious moderating variables (2)
- Assessments (1)
- Attainment level of students (2)
- Country / culture (2)
- Design-type/ testing instruments (3)
- Feedback (1)
- Gender (1)
- Grade/education level (3)
- Implementation fidelity (1)
- Length of time (7)
- Multiple exposures (3)
- Novelty Effect (2)
- Peer involvement/group learning (4)
- School-level factors (1)
- SEND (1)
- Student characteristics (3)
- Subject (4)
- Teacher involvement (5)
- Teacher pedagogy/implementation (2)
- Teacher professional development (4)
- Tech structure (3)
- Type of instruction methods (student/teacher centered) (2)
- Type of knowledge or task (exposing, procedural, active, etc (1)
Tech Hardware
- CD ROM/ DVD (1)
- Computer (10)
- E-book hardware - e.g. kindle (1)
- Handheld device (2)
- Infrastructure (1)
- Interactive whiteboards (1)
- Internet (1)
- Laptops (1)
- Mobile/Smartphone (1)
- Multimedia (1 or more) (10)
- Tablet (2)
Tech Software
- Audio books (1)
- Augmented Reality (1)
- Building blocks (1)
- Clicker-integrated instruction (1)
- Computer-Assisted Instruction (CAI) (8)
- Computer-Based Teaching (CBT) (3)
- Digital Media (audiovisuals) (3)
- Dynamic Geometry Software (1)
- E-book software (1)
- Game learning (9)
- General apps (5)
- Graphic organisers/Visualisations (2)
- Intelligent Tutoring (1)
- Serious games (3)
- Simulations (4)
- Tutorials (2)
- Virtual manipulatives (1)
- Virtual Reality (3)
Tech mechanism
- _No mention (2)
- Cooperative learning (e.g. discussion areas) (2)
- Direct instruction (1)
- Drill and practice (2)
- Feedback (5)
- Gamification (7)
- Graphic modelling (2)
- Instructional supports/Demos: worked out examples (3)
- Multimedia effects (1)
- Personalization effect (1)
- Research/Homework/Assignments (1)
- Scaffolding/Varying difficulty levels (3)
Learning Approach
- _No mention (5)
- Blended learning (3)
- Classroom learning (9)
- Remote learning (4)
Teacher Pedagogy
- _No mention (4)
- Collaboration (4)
- Feedback (3)
- Flipped classroom (1)
- Game-based learning (3)
- Group learning (5)
- Individualised (1)
- PC mixed with real objects (1)
- Peer learning (1)
- Project-based learning (1)
- Scaffolding (1)
- Self-paced (no teacher) (1)
Research methods
Effect size/ heterogeneity
HIC/LMIC
- HIC (high income) (8)
- LMIC (middle/low) (2)
- Mixture or unknown (11)