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Because of the continuous stream of touchscreen apps that are claimed to be educational and the increasing use of touchscreen devices in early childhood, considerable attention is being paid to the effect of touchscreens on young children’s learning. However, the existing empirical findings in young child samples are not consistent. In this meta-analysis we tested the overall effect of touchscreen devices on young children’s (0- to 5-year-olds) learning performance, as well as moderators of...

Teacher coaching has emerged as a promising alternative to traditional models of professional development. We review the empirical literature on teacher coaching and conduct meta-analyses to estimate the mean effect of coaching programs on teachers? instructional practice and students? academic achievement. Combining results across 60 studies that employ causal research designs, we find pooled effect sizes of 0.49 standard deviations (SD) on instruction and 0.18 SD on achievement. Much of...

The ubiquity, flexibility, ease of access and diverse capabilities of mobile technologies make them valuable and a necessity in current times. However, they are under-utilized assets in mathematics and science school education. This article analyses the high quality empirical evidence on mobile learning in secondary school science and mathematics education. Our study employed a Systematic Literature Review (SLR) using well-accepted and robust guidelines. The SLR resulted in the detailed...

Understanding the effects of action video game play is essential given that (a) a large number of individuals regularly spend many hours on these types of games, and (b) proponents are offering suites of video games that are claimed to change behavior or enhance cognition. The 2 meta-analyses in this paper present the current status of this field, concluding that playing action video games has some positive effects on improving cognitive skills. This review also identifies some limitations of current research.

Digital games (e.g., video games or computer games) have been reported as an effective educational method that can improve students’ motivation and performance in mathematics education. This meta-analysis study (a) investigates the current trend of digital game-based learning (DGBL) by reviewing the research studies on the use of DGBL for mathematics learning, (b) examines the overall effect size of DGBL on K-12 students’ achievement in mathematics learning, and (c) discusses future...

This study presents the results of a meta-analytic study about the effects of digital gamebased learning (DGBL) on vocabulary. The results of the study showed that the effects of DGBL on vocabulary learning may vary with game design features (Q 5 5.857, df 5 1, p 5 .016), but not with learners’ age (Q 5 0.906, df 5 1, p 5 .341) or linguistic background (Q 5 0.0001, df 5 1, p 5 .994). In light of the research findings, Csikszentmihalyi’s (1990) Flow Theory was adopted to theorize the role of...

With the increasing dominance of digital reading over paper reading, gaining understanding of the effects of the medium on reading comprehension has become critical. However, results from research comparing learning outcomes across printed and digital media are mixed, making conclusions difficult to reach. In the current meta-analysis, we examined research in recent years (2000–2017), comparing the reading of comparable texts on paper and on digital devices. We included studies with...

The potential benefits of integrating technology into mathematics instruction (ITMI) have been claimed, however research results comparing the effects of ITMI and other types of instruction in Taiwan are conflicting. In this study, a meta-analysis was performed to investigate the effect of ITMI on elementary schoolers’ academic achievement in Taiwan. we collected 164 studies which were published in Taiwan between 1993 and 2017. The research method used is the meta-analytic approach suggested by...

This systematic literature review analysed the content, focus, provision, and effects of support (scaffolds) in computer environments with regard to secondary school students' reading comprehension outcomes. The relevant search terms yielded many hits (period 2000–2017); however, intervention studies regarding reading comprehension of expository texts in computer environments seemed to be rather scarce. A careful analysis of these studies revealed that most of them provided cognitive support...

The existing studies suggest that if technology is interwoven comprehensively into pedagogy, it can act as a powerful tool for effective learning of the elementary students. This study conducted the meta-analysis by integrating the quantitative findings of 122 peer-reviewed academic papers that measured the impact of technology on learning effectiveness of elementary students. The results confirmed that the technology has a medium effect on learning effectiveness of elementary students....

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...