Trends and issues in multimedia learning research in 1996–2016: A bibliometric analysis
Publication date: November 2019Source: Educational Research Review, Volume 28Author(s): Jingwei Li, Pavlo D. Antonenko, Jiahui WangAbstractParallel to the recent advancements in information and communications technologies, research on multimedia learning has generated a number of theories and empirical findings. Numerous trends and issues have emerged, showing the complex and dynamic nature of multimedia learning and the associated scholarship. To provide a comprehensive knowledge map and an overview of recent research on multimedia learning, 411 peer-reviewed articles from 1996 to 2016 were analyzed to describe the empiri...
Source: Educational Research Review - June 12, 2019 Category: Child Development Source Type: research

Trends and Issues in Multimedia Learning Research in 1996-2016: A Bibliometric Analysis
Publication date: Available online 8 June 2019Source: Educational Research ReviewAuthor(s): Jingwei Li, Pavlo D. Antonenko, Jiahui WangAbstractParallel to the recent advancements in information and communications technologies, research on multimedia learning has generated a number of theories and empirical findings. Numerous trends and issues have emerged, showing the complex and dynamic nature of multimedia learning and the associated scholarship. To provide a comprehensive knowledge map and an overview of recent research on multimedia learning, 411 peer-reviewed articles from 1996 to 2016 were analyzed to describe the em...
Source: Educational Research Review - June 9, 2019 Category: Child Development Source Type: research

Editorial Board
Publication date: June 2019Source: Educational Research Review, Volume 27Author(s): (Source: Educational Research Review)
Source: Educational Research Review - June 6, 2019 Category: Child Development Source Type: research

Effects of Flipping the Classroom on Learning Outcomes and Satisfaction: a Meta-Analysis
Publication date: Available online 1 June 2019Source: Educational Research ReviewAuthor(s): David C.D. van Alten, Chris Phielix, Jeroen Janssen, Liesbeth KesterAbstractIn a flipped classroom, students study instructional material before class and apply this material during class. To provide a statistical synthesis of current research on effects of flipped classrooms, we conducted meta-analyses that included 114 studies which compared flipped and non-flipped classrooms in secondary and postsecondary education. We found a small positive effect on learning outcomes, but no effect was found on student satisfaction regarding th...
Source: Educational Research Review - June 2, 2019 Category: Child Development Source Type: research

Urban Poverty and Education. A Systematic Literature Review
Publication date: Available online 30 May 2019Source: Educational Research ReviewAuthor(s): Marisol Silva-Laya, Natalia D’Angelo, Elda García, Laura Zúñiga, Teresa FernándezAbstractThis systematic literature review seeks to provide information on the limitations and opportunities faced by the urban poor in leveraging the potential benefits of education. The review covers the period 1995 – 2017 and includes 66 articles. The analysis addresses: a) the educational achievement of the urban poor and b) the conditions under which they receive education. Results show that, despite attending school, the urban poor are not ...
Source: Educational Research Review - May 30, 2019 Category: Child Development Source Type: research

The Quality of Experimental Designs in Mobile Learning Research: A Systemic Review and Self-Improvement Tool
This study concluded that while utilizing advanced technologies, mobile-learning research employs laggard methodologies compared with standards proposed in educational and psychological research. Recommendations for overcoming these limitations are provided for use in further research and practices. (Source: Educational Research Review)
Source: Educational Research Review - May 18, 2019 Category: Child Development Source Type: research

Meta-analysis of the impact of Augmented Reality on students’ learning gains
This study conducted a meta-analysis of 64 quantitative research papers (N = 4705) published between 2010 and 2018 in major journals. The main purpose of the study was to analyze the impact of AR on students’ learning gains. Furthermore, the study analyzed the influence of moderating variables such as control treatment, learning environment, learner type, and domain subject on the learning gains. The results identified that AR has a medium effect on the learning gains of students (d=.68,p<.001). Additionally, the study discusses the effect of AR on the moderating variables and establishes some possible routes of ...
Source: Educational Research Review - May 18, 2019 Category: Child Development Source Type: research

The Cognitive and Academic Benefits of Cogmed: A Meta-Analysis
Publication date: Available online 8 May 2019Source: Educational Research ReviewAuthor(s): N. Deniz Aksayli, Giovanni Sala, Fernand GobetAbstractCogmed Working Memory Training (CWMT) is a commercial cognitive-training program designed to foster working-memory capacity. Enhanced working-memory capacity is then supposed to increase one’s overall cognitive function and academic achievement. This meta-analysis investigates the effects of CWMT on cognitive and academic outcomes. The inclusion criteria were met by 50 studies (637 effect sizes).Highly consistent near-zero effects were estimated in far-transfer measures of cogni...
Source: Educational Research Review - May 9, 2019 Category: Child Development Source Type: research

A Meta-analysis of the impact of Augmented Reality on students’ learning effectiveness
This study conducted a meta-analysis of 62 quantitative research papers (N = 4578) published between 2010 and 2018 in major journals. The main purpose of the study was to analyze the impact of AR on students’ learning gains. Furthermore, the study analyzed the influence of moderating variables such as learning environment, learner type, and domain subject on the learning gains. The results identified that AR has a medium effect on the learning gains of students (d=.71,p<.01). Additionally, the study discusses the effect of AR on the moderating variables and establishes some possible routes of investigation for future...
Source: Educational Research Review - April 24, 2019 Category: Child Development Source Type: research

Approaches to measuring use of research evidence in K-12 Settings: A systematic review
Publication date: Available online 19 April 2019Source: Educational Research ReviewAuthor(s): Jennifer Lawlor, Kristen Mills, Zachary Neal, Jennifer Watling Neal, Camren Wilson, Kathryn McAlindonAbstractAn increased focus on the use of research evidence (URE) in K-12 education has led to a proliferation of instruments measuring URE in K-12 education settings. However, to date, there has been no review of these measures to inform education researchers’ assessment of URE. Here, we systematically review published quantitative measurement instruments in K-12 education. Findings suggest that instruments broadly assess user ch...
Source: Educational Research Review - April 20, 2019 Category: Child Development Source Type: research

Is there a gender gap? A meta-analysis of the gender differences in students' ICT literacy
In conclusion, our findings contrast those obtained from previous meta-analyses that were based on self-reported ICT literacy and suggest that the ICT gender gap may not be as severe as it had been claimed to be. (Source: Educational Research Review)
Source: Educational Research Review - April 17, 2019 Category: Child Development Source Type: research

Is there a gender gap? A meta-analysis of the gender differences in students’ ICT literacy
In conclusion, our findings contrast those obtained from previous meta-analyses that were based on self-reported ICT literacy and suggest that the ICT gender gap may not be as severe as it had been claimed to be. (Source: Educational Research Review)
Source: Educational Research Review - March 28, 2019 Category: Child Development Source Type: research

How Effective Are Early Grade Reading Interventions? A Review of the Evidence
We present a definition of EGR interventions as programs that aim to strengthen core reading skills in grades 1 through 4 by training teachers to teach reading using simplified instruction and evidence-based curricula, and by employing a combination of complementary approaches. We also clarify the theoretical reasons for why these interventions should improve literacy. Furthermore, we summarize evidence from 15 EGR interventions—11 from sub-Saharan Africa, two from Middle East and North Africa, and two from East Asia and the Pacific—and find that EGR interventions are not a guaranteed means to improve reading, and they...
Source: Educational Research Review - March 27, 2019 Category: Child Development Source Type: research

Coherence and the Positioning of Teachers in Professional Development Programs. A Systematic Review
This study presents the results of a systematic review of one of these features: coherence. The analysis and synthesis of 95 papers show that coherence in PD is conceptualized in various ways, and thus that the aforementioned consensus can be questioned. For example, should PD (1) be coherent with external factors, such as standards and assessments; (2) be internally coherent, for example that activities within PD programs should be aligned; or (3) create coherence between goals that are either predetermined or negotiated together with teachers? The different conceptualizations of coherence all implicate how teachers are p...
Source: Educational Research Review - March 20, 2019 Category: Child Development Source Type: research

Investing in Inclusive Growth: A Systematic Review of the Role of Financial Incentives to Promote Lifelong Learning
Publication date: Available online 18 March 2019Source: Educational Research ReviewAuthor(s): Anna Vanderkooy, Eduardo Regier, Meredith B. Lilly (Source: Educational Research Review)
Source: Educational Research Review - March 19, 2019 Category: Child Development Source Type: research