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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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Outcome measure
- Behaviour (1)
- Learning (6)
- Motivation (1)
Instructional domain (subject)
- Languages (1)
- Literacy (1)
- Mathematics (3)
- Multiple (3)
- Science (1)
Education Level and Type
- K-12 (4)
- Primary 7-10 (1)
- Secondary 11-16 (1)
- Tertiary (1)
Groups of students
- At-risk (2)
- EAL (1)
- Learning difficulties (1)
- Low-performing (3)
- Low socio-economic status (1)
- SEND (1)
School or home
- _No mention (1)
- Home (2)
- Mixture (2)
- School (2)
Moderating variables
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) (3)
- Computer-Based Teaching (CBT) (1)
- Digital Media (audiovisuals) (2)
- Game learning (2)
- Graphic organisers/Visualisations (2)
- Intelligent Tutoring (1)
- Serious games (1)
- Simulations (2)
- Tutorials (1)
- Virtual manipulatives (1)
- Virtual Reality (1)
Tech mechanism
Learning Approach
- _No mention (1)
- Blended learning (2)
- Classroom learning (4)
- Remote learning (3)
Teacher Pedagogy
- Collaboration (2)
- Feedback (1)
- Flipped classroom (1)
- Game-based learning (1)
- Group learning (1)
- Individualised (1)
- Project-based learning (1)
Research methods
Effect size/ heterogeneity
HIC/LMIC
- HIC (high income) (3)
- Mixture or unknown (4)
Quality of research
Geography if specific
- USA (1)