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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...
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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...
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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...
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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,...
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Background/Context Earlier research on various forms of distance learning concluded that these technologies do not differ significantly from regular classroom instruction in terms of learning outcomes. Now that web-based learning has emerged as a major trend in both K–12 and higher education, the relative efficacy of online and face-to-face instruction needs to be revisited. The increased capabilities of web-based applications and collaboration technologies and the rise of...
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Outcome measure
- Learning (8)
Instructional domain (subject)
Education Level and Type
- ECE 0-7 (1)
- Informal education (1)
- K-12 (4)
- Primary 7-10 (2)
- Secondary 11-16 (1)
- Tertiary (4)
Groups of students
- _No mention (2)
- At-risk (1)
- EAL (2)
- Learning difficulties (2)
- Low-performing (2)
- Low socio-economic status (2)
- SEND (1)
School or home
- _No mention (2)
- Mixture (2)
- School (4)
Moderating variables
- Assessments (2)
- Attainment level of students (1)
- Country / culture (1)
- Design-type/ testing instruments (2)
- Feedback (1)
- Grade/education level (4)
- Length of time (5)
- Multiple exposures (2)
- Novelty Effect (2)
- Peer involvement/group learning (2)
- Student characteristics (2)
- Subject (3)
- Teacher involvement (1)
- Teacher pedagogy/implementation (1)
- Teacher professional development (1)
- Tech structure (1)
- Type of instruction methods (student/teacher centered) (2)
- Type of knowledge or task (exposing, procedural, active, etc (2)
Tech Hardware
- CD ROM/ DVD (1)
- Computer (5)
- E-book hardware - e.g. kindle (1)
- Interactive whiteboards (1)
- Internet (1)
- Laptops (1)
- Mobile/Smartphone (1)
- Multimedia (1 or more) (3)
- Radio (1)
- Tablet (1)
- TV (1)
Tech Software
- Audio books (1)
- Augmented Reality (1)
- Building blocks (1)
- Clicker-integrated instruction (1)
- Computer-Assisted Instruction (CAI) (2)
- Computer-Based Teaching (CBT) (3)
- Digital Media (audiovisuals) (3)
- E-book software (2)
- Game learning (2)
- General apps (1)
- Graphic organisers/Visualisations (3)
- LMS (1)
- Simulations (1)
- Tutorials (1)
- Virtual manipulatives (2)
Tech mechanism
- Cooperative learning (e.g. discussion areas) (3)
- Direct instruction (2)
- Drill and practice (2)
- Feedback (6)
- Gamification (3)
- Instructional supports/Demos: worked out examples (2)
- Multimedia effects (2)
- Personalization effect (1)
- Research/Homework/Assignments (1)
- Scaffolding/Varying difficulty levels (3)
- Virtual pen and notetaking (1)
Learning Approach
- _No mention (3)
- Blended learning (1)
- Classroom learning (4)
Teacher Pedagogy
- _No mention (2)
- Collaboration (3)
- Feedback (1)
- Game-based learning (1)
- Group learning (3)
- Individualised (1)
- PC mixed with real objects (1)
- Peer learning (2)
- Project-based learning (1)
- Scaffolding (1)
Research methods
Effect size/ heterogeneity
HIC/LMIC
- HIC (high income) (4)
- Mixture or unknown (3)
Quality of research
- High: 6+ (4)
- Medium: 4 or above (3)