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Meta-analysis is a quantitative research method for synthesizing research results. This paper explores the application of meta-analysis in educational technology research from 2000. A total of 37 articles from 14 SSCI journals were selected and analyzed with the basic information of the articles, including the publication year and type of cooperation. Then, the moderator variables, such as grade level,...
The goal of this paper is to report on the preliminary findings about the effects of Computer-Supported Collaborative Learning (CSCL) in STEM education. A statistical meta-analysis was conducted to synthesize research findings published from 2005 and 2014. A preliminary findings based on 198 outcomes from 80 studies indicated an overall effect size of .53, a moderate but nonetheless impressive effect...
This paper reviews quantitative literature that addresses the questions of what explains why people buy virtual goods. The study reviews independent and dependent variables, path coefficients, used methodologies, theoretical backgrounds as well as types of services covered in the relevant literature. The goal of the paper is both to provide an overview to the literature and to investigate reasons...
Scripts for computer-supported collaborative learning (CSCL scripts) usually provide just-in-time support for learners to engage in a meaningful collaborative learning process that eventually leads to domain-specific learning. In contrast, CSCL scripts are often criticized to hamper the naturally emerging processes in collaborative learning, and research about the effectiveness of CSCL scripts has...
Instructional scaffolding or simply known as scaffolding in education is defined as a guidance or support from teachers, instructors or other knowledgeable persons that facilitate students to achieve their goals in learning. Conceptually, scaffolding means providing students with instructions during the early stage of learning before slowly shifting the responsibility to them as they develop their...
This meta-analysis employs a theoretical framework in quantitatively synthesizing empirical studies that investigate the effects of game-based learning versus classroom instruction on the student learning effect. Analyses of 14 journal papers with 21 studies on 946 students were conducted according to how media were used to support game-based learning. The results indicate that the effect sizes for...
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