Effects of M-Learning on Students’ Learning Outcome: A Meta-analysis

2018 ◽  
pp. 115-123
Author(s):  
Yangcun Feng ◽  
Yuan Liao ◽  
Youqun Ren
Keyword(s):  
Meta Analysis ◽  
Learning Outcome

scholarly journals Effects of Gamification on Behavioral Change in Education: A Meta-Analysis

2021 ◽  
Vol 18 (7) ◽  
pp. 3550
Author(s):  
Jihoon Kim ◽  
Darla M. Castelli
Keyword(s):  
Behavioral Change ◽  
Information Science ◽  
Meta Analysis ◽  
Learning Outcome ◽  
Random Effects Model ◽  
Educational Setting ◽  
Short Term ◽  
Analytic Review ◽  
K 12 ◽  
Academic Search

Background: Gamified reward systems, such as providing digital badges earned for specific accomplishments, are related to student engagement in educational settings. The purpose of this study was to conduct a meta-analytic review to quantify the effects of gamified interventions on student behavioral change. Methods: A meta-analysis was performed using the following databases: The Academic Search Complete, Communication & Mass Media Complete, Education Source, ERIC, Library Information Science & Technology Abstracts, and PsycINFO. Inclusion in the review required: (a) peer-reviewed conducted between 2010 and 2019, (b) experimental controlled design, (c) gamification elements, and (d) educational setting. Results: Using a random-effects model, a statistically significant (Cohen’s d (ES) = 0.48, 95% CI = 0.33, 0.62) gamification effect was evidenced by moderate and positive grand effects sizes (ES). Gamification effects were higher with adults in higher education (ES = 0.95) than K-12 students (ES = 0.92). Brief interventions delivered in days or less than 1 week were significantly more effective (ES = 1.57) than interventions lasting up to 20 weeks (ES = 0.30). Interventions incorporating gamification elements across years (ES = −0.20) was adversely associated with behavioral change. Conclusions: Findings suggest that short-term over longer-term gamified interventions might be a promising way to initiate changes in learner’s behaviors and improve learning outcome.

scholarly journals Meta-Analisis Pengaruh Model Pembelajaran Kooperatif Tipe Example Non Example Terhadap Hasil Belajar IPA

JANACITTA ◽  
2019 ◽  
Vol 2 (1) ◽  
Author(s):  
Lailia Novitasari ◽  
Nyoto Harjono
Keyword(s):  
Learning Outcomes ◽  
Meta Analysis ◽  
Research Problem ◽  
Learning Outcome ◽  
Learning Model ◽  
Google Scholar ◽  
Electronic Journal ◽  
The Mean ◽  
Science Subject

The purpose of this research is to re-analyze the effect of Example Non Example model increasing the learning outcome in science subject. The reaseach method was meta-analysis.  In the first steps of the research is formulating research problem continued to colleting data on the test wich has been traced through the Google Scholar and repository of electronic journal. From the research,  getting5 articels from jurnals, 5  minithesis from relevan repository. The data were analyzed using qualitative descrpitive analysis. From the analysis result showed that Example Non Example learning model could improve student’s learning outcomes from the lowest percentage scor 12,08% to the highest 94,94% and the mean was 32,98%.

scholarly journals The Effectiveness of the Use of Augmented Reality in Anatomy Education: A Systematic Review and Meta-Analysis

2021 ◽  
Author(s):  
Kerem Bölek ◽  
Anne-Marie Van Cappellen van Walsum ◽  
Guido De Jong ◽  
Dylan Henssen
Keyword(s):  
Augmented Reality ◽  
Teaching Methods ◽  
Student Motivation ◽  
Test Scores ◽  
Meta Analysis ◽  
Learning Outcome ◽  
Spatial Abilities ◽  
Assessment Tools ◽  
Anatomy Education ◽  
Significant Difference

Abstract The use of Augmented Reality (AR) in anatomical education has been promoted by numerous authors. Next to financial and ethical advantages, AR has been described to decrease cognitive load while increasing student motivation and engagement. Despite these advantages, the effects of AR on learning outcome varies in different studies and an overview and aggregated outcome on learning anatomy is lacking. Therefore, a meta-analysis on the effect of AR vs. traditional anatomical teaching methods on learning outcome was performed. Systematic database searches were conducted by two independent investigators using predefined inclusion and exclusion criteria. This yielded five papers for meta-analysis totaling 508 participants; 240 participants in the AR-groups and 268 participants in the control groups. (306 females/ 202 males). Meta-analysis showed no significant difference in anatomic test scores between the AR group and the control group (-0.765%; P=0.732). Sub analysis on the use of AR vs. the use of traditional 2D teaching methods showed a significant disadvantage when using AR (-5.685%; P=0.024). Meta-regression analysis showed no significant co-relation between mean difference in test results and spatial abilities (as assessed by the mental rotations test scores). Student motivation and/or engagement could not be included since studies used different assessment tools. This meta-analysis showed that insufficient evidence is present to conclude AR significantly impacts learning outcome and that outcomes are significantly impacted by students’ spatial abilities. However, only few papers were suitable for meta-analysis, indicating that there is a need for more well-designed, randomized-controlled trials on AR in anatomy education research.

scholarly journals The effectiveness of the use of augmented reality in anatomy education: a systematic review and meta-analysis

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Kerem A. Bölek ◽  
Guido De Jong ◽  
Dylan Henssen
Keyword(s):  
Augmented Reality ◽  
Teaching Methods ◽  
Student Motivation ◽  
Test Scores ◽  
Meta Analysis ◽  
Learning Outcome ◽  
Spatial Abilities ◽  
Assessment Tools ◽  
Anatomy Education ◽  
Significant Difference

AbstractThe use of Augmented Reality (AR) in anatomical education has been promoted by numerous authors. Next to financial and ethical advantages, AR has been described to decrease cognitive load while increasing student motivation and engagement. Despite these advantages, the effects of AR on learning outcome varies in different studies and an overview and aggregated outcome on learning anatomy is lacking. Therefore, a meta-analysis on the effect of AR vs. traditional anatomical teaching methods on learning outcome was performed. Systematic database searches were conducted by two independent investigators using predefined inclusion and exclusion criteria. This yielded five papers for meta-analysis totaling 508 participants; 240 participants in the AR-groups and 268 participants in the control groups. (306 females/202 males). Meta-analysis showed no significant difference in anatomic test scores between the AR group and the control group (− 0.765 percentage-points (%-points); P = 0.732). Sub analysis on the use of AR vs. the use of traditional 2D teaching methods showed a significant disadvantage when using AR (− 5.685%-points; P = 0.024). Meta-regression analysis showed no significant co-relation between mean difference in test results and spatial abilities (as assessed by the mental rotations test scores). Student motivation and/or engagement could not be included since studies used different assessment tools. This meta-analysis showed that insufficient evidence is present to conclude AR significantly impacts learning outcome and that outcomes are significantly impacted by students’ spatial abilities. However, only few papers were suitable for meta-analysis, indicating that there is a need for more well-designed, randomized-controlled trials on AR in anatomy education research.

scholarly journals Measuring Innovation and creative content in course content and effectiveness - Case study and Meta Analysis-

2022 ◽  
Vol 18 (1) ◽  
pp. 0-0
Keyword(s):  
Engineering Design ◽  
Curriculum Design ◽  
Design Theory ◽  
Course Design ◽  
Meta Analysis ◽  
Learning Outcome ◽  
Course Content ◽  
Strategic Fit ◽  
Development Methodology ◽  
Vision 2030

The concept-knowledge theory or C-K design theory explains that creativity is the conceptualization of design that is independent of any other design domain. It explains innovation, creation, and discovery within the framework of design processes. Creativity is an integral part of engineering design. The QFD methodology is applied to construct the “engineering design and creativity course” at the faculty of engineering as per the various stakeholders of curriculum design. The suggested methodology satisfies accreditation requirements as a part of continuous improvement of curriculum. The QFD course design methodology integrates the learning outcome with the assessment methodologies, learning processes and knowledge elements well. The course is a strategic fit with the vision 2030 and curriculum. The course development methodology as suggested minimize learning deficiencies. It is measured by course mapping with learning outcome.

scholarly journals The role of science centres and museums in the dialogue between science and society

2007 ◽  
Vol 06 (02) ◽  
pp. C01 ◽  
Author(s):  
Paola Rodari ◽  
Matteo Merzagora
Keyword(s):  
Meta Analysis ◽  
Learning Outcome ◽  
Science And Society ◽  
Visitor Satisfaction ◽  
Personal Impact ◽  
Science Centres ◽  
The Impact

In a meta-analysis carried out in 2002, the two main associations of science centres and museums (ASTC, mainly US-centered, and ECSITE, mainly European) gathered all studies analysing the impact of science centres and museums on their local communities1. Four types of impact were identified: personal, social, political and economical. It was noticed that the vast majority of studies concentrated on the personal impact (that is, learning outcome, visitor satisfaction, etc.), while the latter three were largely neglected. The very fact of pointing this out, and many recent experiences - some of which are included in this commentary - show that there is now a shift of attention.

scholarly journals PENGARUH MODEL PEMBELAJARAN JIGSAW TERHADAP HASIL BELAJAR IPS SISWA KELAS 4 SEKOLAH DASAR

2019 ◽  
Vol 2 (2) ◽  
pp. 57-60
Author(s):  
Marsita Dewi Widyaningrum ◽  
Nyoto Harjono
Keyword(s):  
Cooperative Learning ◽  
Social Studies ◽  
Meta Analysis ◽  
Descriptive Analysis ◽  
Research Result ◽  
Learning Outcome ◽  
Electronic Journals ◽  
Research Problems ◽  
Qualitative Descriptive ◽  
The Mean

THE INFLUENCE OF JIGSAW LEARNING MODEL IN INCREASING THE LEARNING OUTCOME SOCIAL STUDIES (IPS) SUBJECT FOR STUDENTS IN CLASS 4 ELEMENTARY SCHOOL. The purpose of this research was to re-analyze the use of cooperative learning type jigsaw model in increasing the learning outcome in social studies subject. The research method was meta-analysis. The research began with formulating research problems, then trancing relevant research result to be analyzed.  The data was collected by browsing article, electronic journals, and essay using “learning outcomes”, “jigsaw model”, and “Social Studies of Primary Education”. The searching result showed that there were 12 articles, electronic journals, and essay but only 10 relevant articles, electronic journals, and essay. The data were analyzed using qualitative descriptive analysis. The analysis result showed that cooperative learning type jigsaw model could improve student’s learning from the lowest 9,89% to the highest 85,56% and the mean was 46,09%

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