The effectiveness of 3D holographic technology on students’ learning performance: a meta-analysis

Yu, Qing; Bao-min, LI; Wang, Qiyun

doi:10.1080/10494820.2022.2124424

Cited by 8 publications

(8 citation statements)

References 42 publications

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“…The study design has no moderating effect. The ES of the quasi-experiment (SMD = .609) is larger than the experiment (SMD = .453), which is in line with the previous study (Yu et al, 2022). The effect of a quasi-experiment is usually larger than an experiment.…”

Section: Methodssupporting

confidence: 92%

“…Different regions have their own education systems. Students or teachers will have unique characters (Yu et al, 2022). So, the sample region may affect the effect of MST-assisted learning.…”

Section: Methodsmentioning

confidence: 99%

“…It includes three categories: affective domain, behavioral domain, and cognitive domain. Digital technologies affect different domains of students' learning performance (Li & Wang, 2022). So, MST could generate different impacts on different learning outcomes.…”

Section: Learning Performancementioning

confidence: 99%

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Does Motion-Sensing Technology Enhance Students’ Learning? A Meta-Analysis

2023

Journal of Educational Computing Research

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Body movements are regarded as part of the learning process. With the evolution of motion-sensing technology (MST) (e.g., Kinect, Xtion Pro, and Leap Motion), educational researchers try to explore the effect of MST on learning. However, the effect of MST on learning performance is still unclear. This is the first meta-analysis that aims to examine the effectiveness of MST on students’ learning. A total of 48 effect sizes from 37 independent and high-quality studies are analyzed, and the result suggests that MST has an upper-medium effect on learning (SMD = .574, 95% CI = [.450, .698], p < .001), particularly in the affective domain (SMD = .822). Moreover, three of eleven moderators (i.e., the subject, site of learning, and region) have moderating effects. The moderator analysis indicates that the following conditions are more conducive to MST-assisted learning: (1) 31∼50 students, (2) middle school, (3) >1 month, (4) No-STEM subjects, (5) game-based learning, (6) small group + individual learning, (7) high embodied level, (8) classroom, and (9) Asia and Europe. Finally, the discussions, implications, limitations, and future research directions are put forward.

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Section: Methodssupporting

confidence: 92%

Section: Methodsmentioning

confidence: 99%

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Does Motion-Sensing Technology Enhance Students’ Learning? A Meta-Analysis

2023

Journal of Educational Computing Research

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“…Students in the flipped-gamified class outperformed those in traditional classes, indicating that flipped learning with gamification promoted greater cognitive engagement. In support of these findings, Yu and Yu [53] conducted a meta-analysis and concluded that gamified flipped classrooms were more effective than traditional flipped learning in boosting secondary and university students' academic achievement, motivation, engagement, and satisfaction. These findings are consistent with Huang et al's [54] research.…”

Section: Introductionmentioning

confidence: 90%

Enhancing TOEFL Performance and Student Motivation through Integrated Flipped and Gamified Learning in Online Settings

Arsyad,

Waluyo,

Maisarah

2024

Human Behavior and Emerging Technologies

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In the evolving landscape of education, the integration of flipped and gamified learning into online English courses has remained a complex and underexplored terrain. To address this knowledge gap, our study designed and implemented an innovative hybrid pedagogical model, seamlessly blending flipped and gamified learning principles into the context of online TOEFL (Test of English as a Foreign Language) instruction. The study, conducted within a public university in Bengkulu Province, Indonesia, included 27 carefully selected research participants (11.1% male, 88.9% female) from a population of 80 third-year undergraduate English majors, employing purposive convenient sampling techniques to ensure diversity representation. Our comprehensive data collection encompassed pre- and post-TOEFL assessments, surveys, and reflective essays, with qualitative data subjected to thematic analysis and quantitative data analyzed through descriptive statistics, nonparametric Wilcoxon rank tests, and Spearman’s correlation analysis. The results unveiled a multifaceted landscape, showing improvements in student enjoyment and motivation alongside increased anxiety. However, the intervention demonstrated significant enhancements in TOEFL listening, reading, and overall scores, although structure and written expression remained largely unchanged. Intriguingly, while heightened enjoyment correlated with increased motivation, emotional variables displayed no significant correlation with TOEFL posttest scores. These findings carry profound implications for TOEFL preparation, student motivation, and the management of classroom diversity in online learning settings.

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“…For instance, Doğan et al's (2023) meta‐analysis research suggested that the academic achievement in science classes conducted with the Flipped Classroom Approach did not change according to duration of application. Similarly, treatment duration had no moderating effect on learning through 3D holographic technology (Yu et al, 2022). Contrary, a meta‐analysis summarizing the findings of intervention studies on teaching robotics found a positive and significant effect of the treatment duration on students' programming skills, indicating that the longer lasting interventions result in bigger learning gains.…”

Section: What Is Known About Teaching and Learning Floating And Sinking?mentioning

confidence: 99%

Teaching and learning floating and sinking: A meta‐analysis

Schwichow,

Zoupidis

2023

J Res Sci Teach

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Floating and sinking (FS) is a key topic in science education, both at primary and secondary levels. The interpretation of FS phenomena, however, is challenging due to the difficulty of the scientific concepts and explanatory models involved (e.g., density, buoyancy), along with students' everyday experiences, which conflict with scientific explanations. Consequently, many studies over the last few decades have investigated how FS could be taught effectively to students of different ages while utilizing multiple teaching approaches. This meta‐analysis summarizes findings from 69 intervention studies on teaching FS conducted between 1977 and 2021. Over all studies, we estimated a mean effect size of g = 0.85 (95% CI = 0.71, 0.99). This large effect size demonstrates that, although FS is a challenging concept, teaching FS is effective even in elementary school. Moreover, in a moderator analysis, we investigate the effect of intervention characteristics, students' age, as well as study design, and assessment features on the mean study effect size. To analyze the effect of these moderator variables, we use a three‐level hierarchical meta‐regression model for dealing with multiple effect sizes from single studies. We found two intervention characteristics that explain variance in study effect sizes: longer lasting interventions result in larger effect sizes and interventions where hands‐on experiments are applied are more effective than those utilizing virtual experiments. Furthermore, studies with a treatment‐control group comparison have significantly smaller effect sizes than studies with a pre‐post design. We discuss the implications of our findings regarding the moderator variables for effective teaching of FS and further research on FS.

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The effectiveness of 3D holographic technology on students’ learning performance: a meta-analysis

Cited by 8 publications

References 42 publications

Does Motion-Sensing Technology Enhance Students’ Learning? A Meta-Analysis

Does Motion-Sensing Technology Enhance Students’ Learning? A Meta-Analysis

Enhancing TOEFL Performance and Student Motivation through Integrated Flipped and Gamified Learning in Online Settings

Teaching and learning floating and sinking: A meta‐analysis

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