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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...
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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...
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Identifying effective literacy instruction programs has been a focal point for governments, educators and parents over the last few decades (Ontario Ministry of Education, 2004, 2006; Council of Ontario Directors of Education, 2011). Given the increasing use of computer technologies in the classroom and in the home, a variety of information communication technology (ICT) interventions for learning have been introduced. Meta-analyses comparing the impact of these programs on learning,...
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In this study, we meta-analyzed empirical research of the effectiveness of intelligent tutoring systems (ITS) on K–12 students’ mathematical learning. A total of 26 reports containing 34 independent samples met study inclusion criteria. The reports appeared between 1997 and 2010. The majority of included studies compared the effectiveness of ITS with that of regular classroom instruction. A few studies compared ITS with human tutoring or homework practices. Among the major findings are (a)...
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This paper examines the literature on computer games and serious games in regard to the potential positive impacts of gaming on users aged 14 years or above, especially with respect to learning, skill enhancement and engagement. Search terms identified 129 papers reporting empirical evidence about the impacts and outcomes of computer games and serious games with respect to learning and engagement and a multidimensional approach to categorizing games was developed. The findings revealed that...
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Studies focusing on the effectiveness of computer-assisted instruction have been growing recently in Turkey. In this research, quantitative studies comparing the effectiveness of computer- assisted instruction to traditional teaching method and conducted between 1998 and 2007 are studied by meta analysis. Seventy eight studies that have eligible data were combined with meta analytical methods by coding protocol from the 422 master’s and doctoral degree and 124 articles. As a result for the...
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A meta-analysis was performed to synthesize existing research comparing the effects of computerassisted instruction (CAI) versus traditional instruction (TI) on studentsÕ achievement in Taiwan. Fiftytwo studies were located from our sources, and their quantitative data was transformed into effect size (ES). The overall grand mean of the study-weighted ES for all 52 studies was 0.55. The results suggest that CAI is more effective than TI in Taiwan. In addition, two of the seventeen variables...
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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...
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Outcome measure
- Behaviour (1)
- Learning (10)
- Motivation (1)
Instructional domain (subject)
Education Level and Type
- ECE 0-7 (2)
- High school 16-18 (1)
- Informal education (1)
- K-12 (6)
- Primary 7-10 (3)
- Secondary 11-16 (2)
- Tertiary (4)
Groups of students
- At-risk (3)
- EAL (1)
- Learning difficulties (1)
- Low-performing (4)
- Low socio-economic status (1)
- SEND (2)
School or home
- _No mention (2)
- Home (2)
- Mixture (2)
- School (5)
Moderating variables
- __ no obvious moderating variables (1)
- Attainment level of students (2)
- Design-type/ testing instruments (3)
- Gender (1)
- Grade/education level (1)
- Implementation fidelity (1)
- Length of time (3)
- Peer involvement/group learning (1)
- Student characteristics (1)
- Subject (2)
- Teacher involvement (3)
- Teacher pedagogy/implementation (1)
- Teacher professional development (3)
- Type of instruction methods (student/teacher centered) (1)
- Type of knowledge or task (exposing, procedural, active, etc (1)
Tech Hardware
- CD ROM/ DVD (1)
- Computer
- Handheld device (1)
- Infrastructure (1)
- Interactive whiteboards (1)
- Internet (1)
- Laptops (1)
- Mobile/Smartphone (1)
- Multimedia (1 or more) (3)
- Tablet (1)
Tech Software
- Building blocks (1)
- Computer-Assisted Instruction (CAI) (6)
- Computer-Based Teaching (CBT) (2)
- Digital Media (audiovisuals) (3)
- E-book software (1)
- Game learning (3)
- General apps (1)
- Graphic organisers/Visualisations (2)
- Intelligent Tutoring (1)
- Serious games (1)
- Simulations (3)
- Tutorials (1)
- Virtual manipulatives (1)
- Virtual Reality (1)
Tech mechanism
Learning Approach
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- Blended learning (2)
- Classroom learning (6)
- Remote learning (3)
Teacher Pedagogy
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- Group learning (2)
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Research methods
Effect size/ heterogeneity
HIC/LMIC
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Geography if specific
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- Taiwan (1)
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