Over the past decade, meta-analyses have been conducted to evaluate the impact of embodied pedagogical agents on learning outcomes. Most review studies have evaluated learning outcomes from the perspective of testing labels such as transfer, retention, recognition, free recall, and various other classifications. This is problematic, because…

Design-based learning (DBL) offers opportunities to support students' content understanding. Previous DBL studies reported different effect sizes by using the data from one participant group. The goal of this study was to conduct a meta-analysis that would give a comprehensive picture of how DBL is connected to student achievement in different…

In this synthesis, we systematically review research on educational games with adaptivity. Although an adaptive gaming experience provides personalization to learning, the complexity of design makes it difficult to evaluate its effectiveness. In this systematic review, we adopt three analytic approaches: (1) bibliometric analysis, (2) qualitative…

This meta-analysis examines the inconsistent findings across experimental studies that compared children's learning outcomes with digital and paper books. We quantitatively reviewed 39 studies reported in 30 articles (n = 1,812 children) and compared children's story comprehension and vocabulary learning in relation to medium (reading on paper…

Gamification research in educational settings has produced mixed results on student learning outcomes. Educational researchers and practitioners both struggle with identifying when, where, and how to use gamification design concepts. The present study provides findings from a meta-analysis that integrated the empirical, quantitative research on…

Emotions can both facilitate and hinder learning. Emotional design features such as colors and shapes can be embedded in multimedia learning environments to manipulate learners' affects and learning outcomes. However, some studies suggest that emotional designs promote learning, while others show that they hinder it. Although Brom et al.…

Augmented reality (AR) technology is mature for creating learning experiences for K-12 (pre-school, grade school, and high school) educational settings. We reviewed the applications intended to complement traditional curriculum materials for K-12. We found 87 research articles on augmented reality learning experiences (ARLEs) in the IEEE Xplore…