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Interactive cognitive complexity theory suggests that simulation games are more effective than other instructional methods because they simultaneously engage trainees’ affective and cognitive processes (Tennyson & Jorczak, 2008). Meta-analytic techniques were used to examine the instructional effectiveness of computer-based simulation games relative to a comparison group (k= 65, N= 6,476). Consistent with theory, posttraining self-efficacy was 20% higher, declarative knowledge was 11%...
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This study examines the impact of computer technology (CT) on mathematics education in K-12 classrooms through a systematic review of existing literature. A metaanalysis of 85 independent effect sizes extracted from 46 primary studies involving a total of 36,793 learners indicated statistically significant positive effects of CT on mathematics achievement. In addition, several characteristics of primary studies were identified as having effects. For example, CT showed advantage in promoting...
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