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Language abilities in the early years are a strong predictor of children’s success in school. However, a considerable number of children enter school with poor language skills. Therefore, one of the most important but also challenging mandates of early childhood education and care [ECEC] is to promote these skills before school enrolment. Meta-analytic evidence suggests that shared book reading is a valuable tool to narrow this gap in the early years. In the digital age, ebooks might offer...
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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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The technological developments of the twenty-first century have enabled the emergence of alternative teaching-learning models and instructional tools. One of the concepts brought about by such developments is mobile learning. The aim of this study was to test the effect of mobile learning on students’ mathematics achievement. A systematic database search that included the Academic Search Complete, Education Resources Information Center (ERIC), EBSCO, JSTOR, ScienceDirect, Taylor & Francis...
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Background: The array of availability of diverse digital reading applications, the mixed results emerging from small-scale experimental studies, as well as the long-standing tradition and range of known positive developmental outcomes gained from adultchild storybook reading warrant an investigation into electronic storybooks (e-books) by performing a meta-analysis, which includes recent studies.
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This meta-analysis examines the inconsistent findings across experimental studies that compared children’s learning outcomes with digital and paper books. We quantitatively reviewed 39 studies reported in 30 articles (n = 1,812 children) and compared children’s story comprehension and vocabulary learning in relation to medium (reading on paper versus on-screen), design enhancements in digital books, the presence of a dictionary, and adult support for children aged between 1 and 8 years. The...
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The present article attempts to reinterpret the findings of most recent studies investigating effect of using games for teaching purposes. A methodological approach combining a meta-analysis of quantitative data with qualitative ones was adopted in order to present the broadest picture of the current research on educational use of games. To this end, we conducted a meta-analysis of 180 effect size comparisons out of 154 empirical studies on the effect of both digital and non-digital games on...
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Digital game-based learning (DGBL) is known to be widely used for improving learning in various fields. Among the elements of DGBL, competition has been very controversial. This meta-analysis, which included 25 articles written between 2008 and 2019, revealed that DGBL has produced improvements for learning outcomes with an overall effect size of .386. In addition, we explored multiple moderators to understand how competition in DGBL influenced student learning for different learners,...
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Based on systematic research of studies published since the year 2000, this comprehensive metaanalysis investigated how the use of technology can enhance learning in secondary school mathematics and science (grade levels 5–13). All studies (k ¼ 92) compared learning outcomes of students using digital tools to those of a control group taught without the use of digital tools. Overall, digital tool use had a positive effect on student learning outcomes (g ¼ 0.65, p < .001). The provision of...
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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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Outcome measure
- Learning (9)
Instructional domain (subject)
- Computing (2)
- Languages (1)
- Literacy (5)
- Mathematics (5)
- Multiple (4)
- Science (4)
- Social Studies (2)
- STEM (2)
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- ECE 0-7 (4)
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Groups of students
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- At-risk (1)
- Gifted students (1)
- Low-performing (1)
- Low socio-economic status (2)
- SEND (2)
- typically-developing students (2)
School or home
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- Home (2)
- Mixture (2)
- School (3)
Moderating variables
- Class size (1)
- Country / culture (1)
- Grade/education level (1)
- Length of time (3)
- Multiple exposures (1)
- Parent/carer involvement (2)
- School-level factors (2)
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- Subject (1)
- Teacher involvement (5)
- Teacher pedagogy/implementation (1)
- Teacher professional development (2)
- Tech structure (6)
Tech Hardware
- Computer (2)
- E-book hardware - e.g. kindle (3)
- Handheld device (2)
- Interactive whiteboards (1)
- Mobile/Smartphone (1)
- Multimedia (1 or more) (7)
- Tablet (2)
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Tech Software
- Augmented Reality (1)
- Computer-Assisted Instruction (CAI) (1)
- Computer-Based Teaching (CBT) (1)
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- E-book software (4)
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Tech mechanism
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Learning Approach
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- Blended learning (1)
- Classroom learning (4)
Teacher Pedagogy
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- Group learning (2)
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Research methods
Effect size/ heterogeneity
HIC/LMIC
- HIC (high income) (3)
- Mixture or unknown (5)
Quality of research
- High: 6+ (6)
- Medium: 4 or above (3)