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Identifying effective literacy instruction programs has been a focal point for governments, educators and parents over the last few decades (Ontario Ministry of Education, 2004, 2006; Council of Ontario Directors of Education, 2011). Given the increasing use of computer technologies in the classroom and in the home, a variety of information communication technology (ICT) interventions for learning have been introduced. Meta-analyses comparing the impact of these programs on learning,...
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Dynamic geometry software (DGS) aims to enhance mathematics education. This systematic review and meta-analysis evaluated the quasi-experimental studies on the effectiveness of DGS-based instruction in improving students’ mathematical achievement. Research articles published between 1990 and 2013 were identified from major databases according to a prespecified search strategy and selection criteria. A meta-analysis was conducted based on the random-effects model to evaluate the effectiveness...
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This article reports the results of a meta-analysis of technology-based intervention studies for children with autism spectrum disorders. We conducted a systematic review of research that used a pre–post design to assess innovative technology interventions, including computer programs, virtual reality, and robotics. The selected studies provided interventions via a desktop computer, interactive DVD, shared active surface, and virtual reality. None employed robotics. The results provide...
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Giving a student control over their learning has theoretical and intuitive appeal, but its effects are neither powerful nor consistent in the empirical literature base. This meta-analysis updated previous meta-analytic research by Niemiec, Sikorski, and Walberg by studying the overall effectiveness of providing learner control within educational technology, the characteristics of instruction along the continuum of learner control, and elements of the instructional environments that may play...
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Outcome measure
- Behaviour (2)
- Learning (5)
- Socio-emotional learning (1)
Instructional domain (subject)
- Literacy (2)
- Mathematics (2)
- Multiple (1)
Education Level and Type
- ECE 0-7 (1)
- Informal education (1)
- K-12 (4)
- Primary 7-10 (2)
- Tertiary (2)
Groups of students
- EAL (1)
- Learning difficulties (1)
- Low-performing (2)
- SEND (2)
School or home
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- Mixture (1)
- School (1)
Moderating variables
- Attainment level of students (1)
- Design-type/ testing instruments (1)
- Grade/education level (1)
- Implementation fidelity (1)
- IQ (1)
- Length of time (3)
- Novelty Effect (1)
- Peer involvement/group learning (1)
- Student characteristics (1)
- Teacher involvement (2)
- Teacher pedagogy/implementation (1)
- Teacher professional development (1)
Tech Hardware
- CD ROM/ DVD (1)
- Computer (3)
- Multimedia (1 or more) (1)
Tech Software
- Audio books (1)
- Building blocks (1)
- Computer-Assisted Instruction (CAI)
- Digital Media (audiovisuals) (1)
- Dynamic Geometry Software (1)
- Game learning (3)
- General apps (2)
- Graphic organisers/Visualisations (1)
- Robotics (1)
- Simulations (1)
- Tutorials (1)
- Virtual manipulatives (1)
- Virtual Reality (2)
Tech mechanism
Learning Approach
- _No mention (1)
- Blended learning (2)
- Classroom learning (4)
- Remote learning (2)
Teacher Pedagogy
- Collaboration (1)
- Scaffolding (1)
- Self-paced (no teacher) (1)
Research methods
Effect size/ heterogeneity
HIC/LMIC
Quality of research
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- Medium: 4 or above (4)