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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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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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Outcome measure
- Learning (7)
Instructional domain (subject)
- Literacy (3)
- Mathematics (2)
- Multiple (2)
- Science (1)
- Social Studies (1)
Education Level and Type
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- K-12 (4)
- Primary 7-10 (3)
Groups of students
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- EAL (3)
- Learning difficulties (4)
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- Low socio-economic status (2)
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School or home
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Moderating variables
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Tech Hardware
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Tech Software
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Tech mechanism
- Cooperative learning (e.g. discussion areas) (1)
- Direct instruction (2)
- Drill and practice (2)
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- Instructional supports/Demos: worked out examples (5)
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- Virtual pen and notetaking (1)
Learning Approach
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Teacher Pedagogy
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- PC mixed with real objects (1)
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Research methods
Effect size/ heterogeneity
HIC/LMIC
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Quality of research
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