Learning activities in technology-enhanced learning: A systematic review of meta-analyses and second-order meta-analysis in higher education

Sailer, Michael; Maier, Rebecca; Berger, Sonja; Kastorff, Tamara; Stegmann, Karsten

doi:10.1016/j.lindif.2024.102446

Cited by 4 publications

(1 citation statement)

References 55 publications

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“…Over 50 years of research have led to the conclusion that the general impact of digital technology on students’ performance in higher education is characterized by a small positive effect at best 1 , 2 . Yet, considering more specific relationships, a meta-analysis documented a positive medium effect of digital games on students’ learning achievement in STEM education when compared to traditional instruction 3 .…”

Section: Introductionmentioning

confidence: 99%

Putting ICAP to the test: how technology-enhanced learning activities are related to cognitive and affective-motivational learning outcomes in higher education

Wekerle,

Daumiller,

Janke

et al. 2024

Sci Rep

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Digital technology is considered to have great potential to promote learning in higher education. In line with the Interactive, Constructive, Active, Passive (ICAP) framework, this seems to be particularly true when instructors stimulate high-quality learning activities such as constructive and interactive learning activities instead of active and passive learning activities. Against the background of a lack of empirical studies in authentic, technology-enhanced instructional settings, we investigated the cognitive and affective-motivational effects of these learning activity modes in technology-enhanced higher education courses. To this end, we used 3.820 student assessments regarding 170 course sessions for which the teachers stated the learning activities students were engaged in. Results of multilevel structural equation modelling highlight the importance of technology-enhanced interactive learning activities for students’ perception of learning and the potential negative consequences of passive learning activities for affective-motivational outcomes. However, the superiority of constructive and interactive learning activities compared to passive and active learning activities for cognitive and affective-motivational outcomes was not supported by the findings. Instead, the findings point to potential differential effects of the individual learning activities within one activity mode. Future research should follow up on these effects to gain a more fine-grained understanding of how technology-enhanced learning activities can be optimized to enhance students’ learning outcomes.

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Section: Introductionmentioning

confidence: 99%

Putting ICAP to the test: how technology-enhanced learning activities are related to cognitive and affective-motivational learning outcomes in higher education

Wekerle,

Daumiller,

Janke

et al. 2024

Sci Rep

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The DTALE Model: Designing Digital and Physical Spaces for Integrated Learning Environments

Tondeur,

Howard,

Carvalho

et al. 2024

Tech Know Learn

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Despite the widely recognised impact of both digital and physical spaces as active contributors to teaching and learning processes, relatively little is known about the learning environment. Furthermore, it is time to explore the interplay between these two spaces. Therefore, we proposed employing a holistic approach to develop a new conceptual model for Designing Teaching and Learning Environments (DTALE). To do this, the paper presents first a critical review of the research literature underpinning learning environments, with a particular interest in the integration of the physical and digital spaces, to develop the DTALE model. In the second step, the DTALE model has been developed and validated by applying the model to existing cases from different contexts. Based on the study’s findings, we outline the implications for theory and practice. Limitations and suggestions for future research are also included.

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Cognitive ease at a cost: LLMs reduce mental effort but compromise depth in student scientific inquiry

Stadler,

Bannert,

Sailer

2024

Computers in Human Behavior

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Learning activities in technology-enhanced learning: A systematic review of meta-analyses and second-order meta-analysis in higher education

Cited by 4 publications

References 55 publications

Putting ICAP to the test: how technology-enhanced learning activities are related to cognitive and affective-motivational learning outcomes in higher education

Putting ICAP to the test: how technology-enhanced learning activities are related to cognitive and affective-motivational learning outcomes in higher education

The DTALE Model: Designing Digital and Physical Spaces for Integrated Learning Environments

Cognitive ease at a cost: LLMs reduce mental effort but compromise depth in student scientific inquiry

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