Computer simulation and students' achievement in Taiwan: A meta-analysis
Yuen-luang Liao, National Taiwan Normal University, Taiwan ; Yu-wen Chen, National Hsinchu Teachers College, Taiwan
EdMedia + Innovate Learning, in Montreal, Canada ISBN 978-1-880094-56-3 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
A meta-analysis was performed to synthesize existing research comparing the effects of computer simulation with traditional instruction on students' cognitive achievement. The studies were located from five sources. Totally 22 studies were collected. The quantitative data of the collected studies were transformed into Effect Size (ES). In addition, 17 studied variables were selected and each studied variable was analyzed by one-way ANOVA to relate ESs. The main findings of this study are (1) The results of this study, suggest that computer simulation is more effective than traditional instruction on students' cognitive learning. The mean ES of 0.517 indicates that computer simulation was mildly better than traditional instruction on students' cognitive outcomes; (2) For the studied variables, none of the 17 variables had significant main effects on mean ES; only one variable (reliability of measure) showed an approaching significance.
Liao, Y.l. & Chen, Y.w. (2005). Computer simulation and students' achievement in Taiwan: A meta-analysis. In P. Kommers & G. Richards (Eds.), Proceedings of ED-MEDIA 2005--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 40-46). Montreal, Canada: Association for the Advancement of Computing in Education (AACE).
© 2005 Association for the Advancement of Computing in Education (AACE)
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Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie Vol. 40, No. 3 (Dec 14, 2014)
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