Effects of mobile devices on K-12 students' achievement: a meta-analysis.
In this meta-analytic study, we investigated the effects of mobile devices on student achievement in science, mathematics and reading in grades K-12. Based on our inclusion criteria, we searched the ERIC and PsycINFO databases and identified 14 peer-reviewed research articles published between 2010...
| Publicado en: | Journal of Computer Assisted Learning Vol. 33; no. 4; pp. 355 - 370 |
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| Autores principales: | , , , , |
| Formato: | equations & formulas research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Aug2017
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=123928218&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 123928218 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Aug2017 vid: 33 iid: 4 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 123928218 123928218 123928218 10.1111/jcal.12184 123928218 ppf: 355 ppct: 15 formats: tig: atl: Effects of mobile devices on K-12 students' achievement: a meta-analysis. aug: au: Tingir, S. Cavlazoglu, B. Caliskan, O. Koklu, O. Intepe‐Tingir, S. affil: Department of Educational Psychology and Learning Systems, Florida State University, FL, USA sug: subj: Academic Achievement Computers, Hand-Held Reading Education Science Education Mathematics Education Human Meta Analysis ERIC Database Psycinfo Smartphone Coding ab: In this meta-analytic study, we investigated the effects of mobile devices on student achievement in science, mathematics and reading in grades K-12. Based on our inclusion criteria, we searched the ERIC and PsycINFO databases and identified 14 peer-reviewed research articles published between 2010 and 2014. We identified the device type, subject area, intervention language, grade level, study design and implementer (i.e., of the intervention) as potential moderator variables that may influence student achievement in the targeted content areas. We followed a three-level meta-analytic procedure to estimate the overall effect of these variables and explain the variation in outcomes. The results suggest that use of mobile devices in teaching yielded higher achievement scores than traditional teaching in all subject areas. With regard to the analysis of moderator variables, the results suggest that using mobile devices in reading is significantly more effective than doing so in mathematics. pubtype: Academic Journal doctype: equations & formulas meta analysis research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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