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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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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 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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The results of a meta-analysis of 20 research articles containing 89 effect sizes related to the use of digital tools and learning environments to enhance literacy acquisition for middle school students demonstrate that technology can have a positive effect on reading comprehension (weighted effect size of 0.489). Very little research has focused on the effect of technology on other important aspects of reading, such as metacognitive, affective, and dispositional outcomes. The evidence...
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Outcome measure
- Learning (7)
Instructional domain (subject)
Education Level and Type
- ECE 0-7 (1)
- K-12 (4)
- Middle school (1)
- Primary 7-10 (1)
- Secondary 11-16 (2)
- Tertiary (1)
Groups of students
- _No mention (2)
- At-risk (1)
- EAL (1)
- Examination years (1)
- Low-performing (1)
- Low socio-economic status (1)
- SEND (2)
Moderating variables
- __ no obvious moderating variables (2)
- Country / culture (1)
- Design-type/ testing instruments (1)
- Grade/education level (3)
- Length of time (4)
- Novelty Effect (1)
- Subject (4)
- Teacher involvement (1)
- Teacher pedagogy/implementation (1)
- Teacher professional development (2)
- Type of instruction methods (student/teacher centered) (1)
- Type of knowledge or task (exposing, procedural, active, etc (3)
Tech Hardware
- Computer (5)
- Handheld device (1)
- Interactive whiteboards (1)
- Internet (1)
- Laptops (1)
- Mobile/Smartphone (1)
- Tablet (2)
Tech Software
Tech mechanism
- Cooperative learning (e.g. discussion areas) (3)
- Direct instruction (1)
- Drill and practice (1)
- Feedback (4)
- Gamification (2)
- Graphic modelling (1)
- Instructional supports/Demos: worked out examples (2)
- Multimedia effects (1)
- Personalization effect (2)
- Research/Homework/Assignments (1)
- Scaffolding/Varying difficulty levels (2)
- Virtual pen and notetaking (1)
Learning Approach
- Blended learning (1)
- Classroom learning (6)
Teacher Pedagogy
- _No mention (1)
- Collaboration (3)
- Feedback (2)
- Group learning (2)
- Individualised (1)
- PC mixed with real objects (2)
- Peer learning (1)
- Project-based learning (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)