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Previous empirical studies on the effect of scaffolding in game-based learning environments have shown inconsistent findings. In this study, we conducted a meta-analysis to examine the effect of scaffolding in digital game-based learning (DGBL) and to explore a range of moderating factors that may have contributed to the inconsistencies of primary studies. We used the three-level meta-analysis method to analyze the data for handling data non-dependency issues of multiple effect sizes in one...
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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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In this meta-analysis, we investigated the effects of methods for providing item-based feedback in a computer-based environment on students’ learning outcomes. From 40 studies, 70 effect sizes were computed, which ranged from −0.78 to 2.29. A mixed model was used for the data analysis. The results show that elaborated feedback (EF; e.g., providing an explanation) produced larger effect sizes (0.49) than feedback regarding the correctness of the answer (KR; 0.05) or providing the correct...
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This report presents an overview of the process and initial findings of a systematic review and meta-analysis of the literature on computer simulations for K–12 science, technology, engineering, and mathematics (STEM) learning topics. Both quantitative and qualitative research studies on the effects of simulation in STEM were reviewed. Studies that reported effect size measures or the data to calculate effect sizes were included in the meta-analysis. Important moderating factors related to...
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The purpose of this meta-analysis is to examine overall effect as well as the impact of selected instructional design principles in the context of virtual reality technology-based instruction (i.e. games, simulation, virtual worlds) in K-12 or higher education settings. A total of 13 studies (N ¼ 3081) in the category of games, 29 studies (N ¼ 2553) in the category of games, and 27 studies (N ¼ 2798) in the category of virtual worlds were meta-analyzed. The key inclusion criteria were that...
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The present review examines research on the effects of educational technology applications on mathematics achievement in K-12 classrooms. Unlike previous reviews, this review applies consistent inclusion standards to focus on studies that met high methodological standards. In addition, methodological and substantive features of the studies are investigated to examine the relationship between educational technology applications and study features. A total of 74 qualified studies were included...
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It is assumed that serious games influences learning in 2 ways, by changing cognitive processes and by affecting motivation. However, until now research has shown little evidence for these assumptions. We used meta-analytic techniques to investigate whether serious games are more effective in terms of learning and more motivating than conventional instruction methods (learning: k ϭ 77, N ϭ 5,547; motivation: k ϭ 31, N ϭ 2,216). Consistent with our hypotheses, serious games were found to be...
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Since its advent word processing has become a common writing tool, providing potential advantages over writing by hand. Word processors permit easy revision, produce legible characters quickly, and may provide additional supports (e.g., spellcheckers, speech recognition). Such advantages should remedy common difficulties among weaker writers/readers in grades 1–12. Based on 27 studies with weaker writers, 20 of which were not considered in prior reviews, findings from this meta-analysis...
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Outcome measure
- Attitudes (1)
- Learning (13)
- Motivation (2)
Instructional domain (subject)
Education Level and Type
- High school 16-18 (2)
- K-12 (10)
- Primary 7-10 (3)
- Secondary 11-16 (3)
- Tertiary (5)
Groups of students
- _No mention (4)
- At-risk (2)
- EAL (2)
- Learning difficulties (2)
- Low-performing (2)
- Low socio-economic status (3)
School or home
- _No mention (2)
- Mixture (1)
- School (10)
Moderating variables
- Assessments (3)
- Attainment level of students (1)
- Country / culture (1)
- Design-type/ testing instruments (4)
- Feedback (3)
- Grade/education level (6)
- Length of time (11)
- Multiple exposures (2)
- Novelty Effect (3)
- Peer involvement/group learning (5)
- Socio-economic status (1)
- Student characteristics (3)
- Subject (5)
- Teacher involvement (5)
- Teacher pedagogy/implementation (1)
- Teacher professional development (1)
- Tech structure (3)
- Type of instruction methods (student/teacher centered) (5)
- Type of knowledge or task (exposing, procedural, active, etc (5)
Tech Hardware
- Computer (10)
- Handheld device (1)
- Interactive whiteboards (1)
- Internet (1)
- Laptops (1)
- Mobile/Smartphone (1)
- Multimedia (1 or more) (4)
- Tablet (1)
Tech Software
- Augmented Reality (1)
- Building blocks (1)
- Clicker-integrated instruction (1)
- Computer-Assisted Instruction (CAI) (3)
- Computer-Based Teaching (CBT) (4)
- Digital Media (audiovisuals) (2)
- E-book software (1)
- Game learning (4)
- General apps (1)
- Graphic organisers/Visualisations (3)
- LMS (2)
- Serious games (1)
- Simulations (3)
- Tutorials (1)
- Virtual manipulatives (3)
- Virtual Reality (2)
- Word processor (1)
Tech mechanism
- Cooperative learning (e.g. discussion areas) (3)
- Direct instruction (2)
- Drill and practice (2)
- Feedback
- Gamification (5)
- Instructional supports/Demos: worked out examples (7)
- Multimedia effects (1)
- Personalization effect (2)
- Research/Homework/Assignments (1)
- Scaffolding/Varying difficulty levels (5)
- Virtual pen and notetaking (1)
Learning Approach
- _No mention (2)
- Blended learning (1)
- Classroom learning (10)
Teacher Pedagogy
- _No mention (1)
- Collaboration (5)
- Feedback (2)
- Game-based learning (2)
- Group learning (4)
- Individualised (1)
- PC mixed with real objects (1)
- Peer learning (4)
- Project-based learning (1)
- Scaffolding (3)
Research methods
Effect size/ heterogeneity
HIC/LMIC
- HIC (high income) (4)
- Mixture or unknown (9)
Quality of research
- High: 6+ (11)
- Medium: 4 or above (4)