Your search

Virtual reality has existed in the realm of education for over half a century. However, its widespread adoption is still yet to occur. This is a result of a myriad of limitations to both the technologies themselves, and the costs and logistics required to deploy them. In order to gain a better understanding of what these issues are, and what it is that educators hope to gain by using these technologies in the first place, we have performed both a systematic review of the use of virtual...

It is important to assess the cumulative effects of technology on student achievement captured in the last 30 years of technologyenhanced mathematics instruction. Synthesizing the thousands of articles and gray literature on this subject is necessary but would require a considerable commitment of academic resources. A second-order metaanalysis or meta-analysis of meta-analyses is an alternative that is reasonable and effective. Thus, a second-order meta-analysis of 19 prior meta-analyses...

Clickers, formerly known as instant response systems, have gradually become an integral part of the classroom. Though several reviews on research into clicker-integrated instruction have been published within this decade, the controversy over whether clickerintegrated instruction is effective to enhance students' learning gains has not been settled because the early reviews mainly focus on students' perceptions toward and acceptance of clicker-integrated instruction. Furthermore, so far...

This meta-analysis examines the effects of digital textbook (DT) use on students’ learning outcomes in South Korea. The South Korean government launched a DT project in 2007; thorough examinations of the effectiveness of DTs are currently underway before effecting the full application of DTs in local schools nationwide. Using 625 effect sizes (ESs) from 26 primary studies, this study found the overall ES of DT use to be 0.34, using a random-effects model. Subgroup analyses based on several...

This review describes a meta-analysis of findings from 50 controlled evaluations of intelligent computer tutoring systems. The median effect of intelligent tutoring in the 50 evaluations was to raise test scores 0.66 standard deviations over conventional levels, or from the 50th to the 75th percentile. However, the amount of improvement found in an evaluation depended to a great extent on whether improvement was measured on locally developed or standardized tests, suggesting that alignment...

Mobile devices such as laptops, personal digital assistants, and mobile phones have become a learning tool with great potential in both classrooms and outdoor learning. Although there have been qualitative analyses of the use of mobile devices in education, systematic quantitative analyses of the effects of mobile-integrated education are lacking. This study performed a meta-analysis and research synthesis of the effects of integrated mobile devices in teaching and learning, in which 110...

This research aims to investigate the effect of computer-based teaching (CBT) on students’ academic success. The research used a meta-analytic method to reach a general conclusion by statistically calculating the results of a number of independent studies. In total, 78 studies (62 master’s theses, 4 PhD theses, and 12 articles) concerning this issue were researched based on the literature review of the articles and theses which involved pre-test and post-test control groups and were...

In this paper a quantitative meta-analysis by systematically review is designed and the impacts of digital games in education is analyzed. A major purpose of this literature review and meta-analysis are to define/identify policy and practice based on existing studies and also their impact compare to traditional lecture. This meta-analysis is performed to understand how games based learning can affect students’ knowledge and skills. Several provoking conclusions in the terms of “Game-based...

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...

There is no questioning that the way people live, interact, communicate, and conduct business is undergoing a profound, rapid change. This change is often referred to as the “digital revolution,” which is the advancement of technology from analog, electronic and mechanical tools to the digital tools available today. Moreover, technology has begun to change education, affecting how students acquire the skill sets needed to prepare for college and a career and how educators integrate digital...

In this meta-analysis, we investigated the effects of methods for providing item-based feedback in a computer-based environment on students’ learning outcomes. From 40 studies, 70 effect sizes were computed, which ranged from −0.78 to 2.29. A mixed model was used for the data analysis. The results show that elaborated feedback (EF; e.g., providing an explanation) produced larger effect sizes (0.49) than feedback regarding the correctness of the answer (KR; 0.05) or providing the correct...

The purpose of this study was to investigate the effectiveness of computerassisted instruction (CAI) to improve the reading outcomes of students in preschool through high school. A total of 61 studies met criteria for this review, and 101 independent effect sizes were extracted. Results indicated that the mean effects for students receiving reading CAI were small, positive, and statistically significant when compared to control groups receiving no treatment or non-reading CAI. Categorical...

The present meta-analysis challenges the notion that young children necessarily need adult scaffolding in order to understand a narrative story and learn words as long as they encounter optimally designed multimedia stories. Including 29 studies and 1272 children, multimedia stories were found more beneficial than encounters with traditional story materials that did not include the help of an adult for story comprehension (g+ = 0.40, k = 18) as well as vocabulary (g+ = 0.30, k = 11). However,...