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The purpose of this study is to determine the effect of digital stories on academic achievement. In order to achieve this purpose, meta analysis method was used in the study. Within the scope of the study, ERIC, Google Academic, YÖK Thesis Center, ProQuest, Science Direct and ULAKBİM databases were scanned and 23 studies (10 theses, 13 articles) were included in the meta-analysis using the criteria determined by the researchers. Cochran’s X2 (Q = 285,155, p < .05) test was conducted to test...
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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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In this synthesis, we systematically review research on educational games with adaptivity. Although an adaptive gaming experience provides personalization to learning, the complexity of design makes it difficult to evaluate its effectiveness. In this systematic review, we adopt three analytic approaches: (1) bibliometric analysis, (2) qualitative thematic analysis, and (3) meta-analysis. We identified 62 relevant publications and used bibliometric analysis to visualize the hidden conceptual...
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Digital technology has become a central aspect of higher education, inherently affecting all aspects of the student experience. It has also been linked to an increase in behavioural, affective and cognitive student engagement, the facilitation of which is a central concern of educators. In order to delineate the complex nexus of technology and student engagement, this article systematically maps research from 243 studies published between 2007 and 2016. Research within the corpus was...
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Access to quality education is still a major bottleneck in developing countries. Efforts at opening the access to a large majority of citizens in developing nations have explored different strategies including the use of multimedia technology. This paper provides a systematic review of different multimedia tools in the teaching and learning processes with a view to examining how multimedia technologies have proven to be a veritable strategy for bridging the gap in the provision of...
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The aim of this systematic literature review was to examine the empirical evidence for the effectiveness of digital games on second language learning between 2014 and 2018, with a focus on participants 6–18 years old. The initial search yielded 578 results, from which a total of 26 articles were included in the final content analysis. The analysis of the included studies revealed: (1) the majority of studies were conducted with a mixed methods design; (2) most studies used computers as the...
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The purpose of this work was to meta-analyze empirical evidence about the effectiveness of digital-based interventions for students with mathematical learning difficulties. Furthermore, we investigated whether the school level of the participants and the software instructional approach were decisive modulated factors. A systematic search of randomized controlled studies published between 2003 and 2019 was conducted. A total of 15 studies with 1073 participants met the study selection...
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The COVID-19 pandemic in 2020 has had an unprecedented impact on education around the world. In order to understand and face this challenge, educators and researchers undertook a range of research, however the time that teachers have to undertake professional development and seek out such literature to inform their practice has been sorely lacking. Furthermore, literature exploring the wider variety of stakeholder experiences has been suggested to be missing. This living rapid systematic...
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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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This meta-analysis maps the evidence on the effectiveness of instructional approaches and conditions for learning computer programming under three study conditions: (a) Studies focusing on the effectiveness of programming interventions per se, (b) studies focusing on the effectiveness of visualization and physicality, and (c) studies focusing on the effectiveness of dominant instructional approaches. Utilizing the data from 139 interventions and 375 effect sizes, we found (a) a strong effect...
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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 (3)
- Languages (1)
- Literacy (2)
- Mathematics (5)
- Multiple (4)
- Science (4)
- Social Studies (3)
- STEM (2)
Education Level and Type
- ECE 0-7 (2)
- High school 16-18 (4)
- K-12 (1)
- Middle school (2)
- Primary 7-10 (4)
- Secondary 11-16 (3)
- Tertiary (2)
Groups of students
- _No mention (4)
- Gifted students (1)
- Low-performing (1)
- SEND (2)
- typically-developing students (2)
School or home
- _No mention (1)
- Home (1)
- School (1)
Moderating variables
- Class size (1)
- Country / culture (1)
- Grade/education level (2)
- Length of time (1)
- School-level factors (1)
- SEND (1)
- Student characteristics (3)
- Subject (1)
- Teacher involvement (1)
- Teacher pedagogy/implementation (1)
- Teacher professional development (2)
- Tech structure (4)
Tech Hardware
- Computer (2)
- E-book hardware - e.g. kindle (1)
- Handheld device (1)
- Multimedia (1 or more) (6)
- Tablet (1)
- Touch-screen (1)
Tech Software
- Computer-Assisted Instruction (CAI) (1)
- Computer-Based Teaching (CBT) (1)
- Digital Media (audiovisuals) (1)
- E-book software (1)
- Game learning (4)
- General apps (5)
- Serious games (1)
- Simulations (2)
- Tutorials (1)
- Virtual Reality (1)
Tech mechanism
- Gamification (1)
Learning Approach
- _No mention (2)
- Classroom learning (2)
Teacher Pedagogy
- _No mention (3)
- Group learning (1)
Research methods
Effect size/ heterogeneity
HIC/LMIC
- HIC (high income) (3)
- Mixture or unknown (3)
Quality of research
- High: 6+ (1)
- Medium: 4 or above (5)
Geography if specific
- _no mention (2)
- Mixture (2)
- Taiwan (1)
- Turkey (2)