Measuring the effect of ARS on academic performance: A global meta-analysis
An increasing number of studies have addressed the impact of Audience Response Systems (ARS) on academic performance at all stages of education, although the evidence does not seem conclusive. With the aim of shedding light on the extent and diversity of the research outcomes, we conduct a meta-anal...
Ausführliche Beschreibung
Gespeichert in:
| Autor*in: |
Castillo-Manzano, José I. [verfasserIn] |
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| Format: |
E-Artikel |
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| Sprache: |
Englisch |
| Erschienen: |
2016transfer abstract |
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| Schlagwörter: |
Audience response systems (ARSs) |
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| Umfang: |
13 |
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| Übergeordnetes Werk: |
Enthalten in: Surrogate optimization of coupled energy sources in a desalination microgrid based on solar PV and wind energy - Rosales-Asensio, Enrique ELSEVIER, 2020, an international journal, Amsterdam [u.a.] |
|---|---|
| Übergeordnetes Werk: |
volume:96 ; year:2016 ; pages:109-121 ; extent:13 |
| Links: |
|---|
| DOI / URN: |
10.1016/j.compedu.2016.02.007 |
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ELV035346221 |
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| 520 | |a An increasing number of studies have addressed the impact of Audience Response Systems (ARS) on academic performance at all stages of education, although the evidence does not seem conclusive. With the aim of shedding light on the extent and diversity of the research outcomes, we conduct a meta-analysis of studies worldwide on this topic to assess whether the exam scores of students included in ARS experiments achieve better results than others taught using more conventional teaching tools. From an initial sample of 254 studies, data from 51 papers published between 2008 and 2012 (involving 14,963 participants) that set academic quality criteria, were extracted and analyzed following technical protocols for meta-analyses. Their high degree of heterogeneity shows that the effect of ARS on exam scores seems to be moderated by specific features. So, through a random-effects model, our results provide a positive, although moderated pooled effect of ARS on examination scores that is much greater in experiments performed in non-university contexts (Hedges' g = 0.48; S.E. = .2665) than at the university level (Hedge's g = 0.22, S.E. = .0434). Specifically, the categories of university disciplines in which ARS interventions are implemented seem to influence their usefulness for achieving better academic marks, being more effective when either Pure Soft Sciences or Applied Hard Sciences are considered. These findings might provide guidance for governments, researchers and educators into the effectiveness of learning based on the new interactive technologies. | ||
| 520 | |a An increasing number of studies have addressed the impact of Audience Response Systems (ARS) on academic performance at all stages of education, although the evidence does not seem conclusive. With the aim of shedding light on the extent and diversity of the research outcomes, we conduct a meta-analysis of studies worldwide on this topic to assess whether the exam scores of students included in ARS experiments achieve better results than others taught using more conventional teaching tools. From an initial sample of 254 studies, data from 51 papers published between 2008 and 2012 (involving 14,963 participants) that set academic quality criteria, were extracted and analyzed following technical protocols for meta-analyses. Their high degree of heterogeneity shows that the effect of ARS on exam scores seems to be moderated by specific features. So, through a random-effects model, our results provide a positive, although moderated pooled effect of ARS on examination scores that is much greater in experiments performed in non-university contexts (Hedges' g = 0.48; S.E. = .2665) than at the university level (Hedge's g = 0.22, S.E. = .0434). Specifically, the categories of university disciplines in which ARS interventions are implemented seem to influence their usefulness for achieving better academic marks, being more effective when either Pure Soft Sciences or Applied Hard Sciences are considered. These findings might provide guidance for governments, researchers and educators into the effectiveness of learning based on the new interactive technologies. | ||
| 650 | 7 | |a Audience response systems (ARSs) |2 Elsevier | |
| 650 | 7 | |a Interactive learning environments |2 Elsevier | |
| 650 | 7 | |a University disciplines |2 Elsevier | |
| 650 | 7 | |a Meta-analysis |2 Elsevier | |
| 700 | 1 | |a Castro-Nuño, Mercedes |4 oth | |
| 700 | 1 | |a López-Valpuesta, Lourdes |4 oth | |
| 700 | 1 | |a Sanz-Díaz, María Teresa |4 oth | |
| 700 | 1 | |a Yñiguez, Rocío |4 oth | |
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10.1016/j.compedu.2016.02.007 doi GBVA2016012000023.pica (DE-627)ELV035346221 (ELSEVIER)S0360-1315(16)30027-6 DE-627 ger DE-627 rakwb eng 004 004 DE-600 570 690 VZ 58.51 bkl Castillo-Manzano, José I. verfasserin aut Measuring the effect of ARS on academic performance: A global meta-analysis 2016transfer abstract 13 nicht spezifiziert zzz rdacontent nicht spezifiziert z rdamedia nicht spezifiziert zu rdacarrier An increasing number of studies have addressed the impact of Audience Response Systems (ARS) on academic performance at all stages of education, although the evidence does not seem conclusive. With the aim of shedding light on the extent and diversity of the research outcomes, we conduct a meta-analysis of studies worldwide on this topic to assess whether the exam scores of students included in ARS experiments achieve better results than others taught using more conventional teaching tools. From an initial sample of 254 studies, data from 51 papers published between 2008 and 2012 (involving 14,963 participants) that set academic quality criteria, were extracted and analyzed following technical protocols for meta-analyses. Their high degree of heterogeneity shows that the effect of ARS on exam scores seems to be moderated by specific features. So, through a random-effects model, our results provide a positive, although moderated pooled effect of ARS on examination scores that is much greater in experiments performed in non-university contexts (Hedges' g = 0.48; S.E. = .2665) than at the university level (Hedge's g = 0.22, S.E. = .0434). Specifically, the categories of university disciplines in which ARS interventions are implemented seem to influence their usefulness for achieving better academic marks, being more effective when either Pure Soft Sciences or Applied Hard Sciences are considered. These findings might provide guidance for governments, researchers and educators into the effectiveness of learning based on the new interactive technologies. An increasing number of studies have addressed the impact of Audience Response Systems (ARS) on academic performance at all stages of education, although the evidence does not seem conclusive. With the aim of shedding light on the extent and diversity of the research outcomes, we conduct a meta-analysis of studies worldwide on this topic to assess whether the exam scores of students included in ARS experiments achieve better results than others taught using more conventional teaching tools. From an initial sample of 254 studies, data from 51 papers published between 2008 and 2012 (involving 14,963 participants) that set academic quality criteria, were extracted and analyzed following technical protocols for meta-analyses. Their high degree of heterogeneity shows that the effect of ARS on exam scores seems to be moderated by specific features. So, through a random-effects model, our results provide a positive, although moderated pooled effect of ARS on examination scores that is much greater in experiments performed in non-university contexts (Hedges' g = 0.48; S.E. = .2665) than at the university level (Hedge's g = 0.22, S.E. = .0434). Specifically, the categories of university disciplines in which ARS interventions are implemented seem to influence their usefulness for achieving better academic marks, being more effective when either Pure Soft Sciences or Applied Hard Sciences are considered. These findings might provide guidance for governments, researchers and educators into the effectiveness of learning based on the new interactive technologies. Audience response systems (ARSs) Elsevier Interactive learning environments Elsevier University disciplines Elsevier Meta-analysis Elsevier Castro-Nuño, Mercedes oth López-Valpuesta, Lourdes oth Sanz-Díaz, María Teresa oth Yñiguez, Rocío oth Enthalten in Elsevier Science Rosales-Asensio, Enrique ELSEVIER Surrogate optimization of coupled energy sources in a desalination microgrid based on solar PV and wind energy 2020 an international journal Amsterdam [u.a.] (DE-627)ELV005303729 volume:96 year:2016 pages:109-121 extent:13 https://doi.org/10.1016/j.compedu.2016.02.007 Volltext GBV_USEFLAG_U GBV_ELV SYSFLAG_U SSG-OLC-PHA 58.51 Abwassertechnik Wasseraufbereitung VZ AR 96 2016 109-121 13 045F 004 |
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10.1016/j.compedu.2016.02.007 doi GBVA2016012000023.pica (DE-627)ELV035346221 (ELSEVIER)S0360-1315(16)30027-6 DE-627 ger DE-627 rakwb eng 004 004 DE-600 570 690 VZ 58.51 bkl Castillo-Manzano, José I. verfasserin aut Measuring the effect of ARS on academic performance: A global meta-analysis 2016transfer abstract 13 nicht spezifiziert zzz rdacontent nicht spezifiziert z rdamedia nicht spezifiziert zu rdacarrier An increasing number of studies have addressed the impact of Audience Response Systems (ARS) on academic performance at all stages of education, although the evidence does not seem conclusive. With the aim of shedding light on the extent and diversity of the research outcomes, we conduct a meta-analysis of studies worldwide on this topic to assess whether the exam scores of students included in ARS experiments achieve better results than others taught using more conventional teaching tools. From an initial sample of 254 studies, data from 51 papers published between 2008 and 2012 (involving 14,963 participants) that set academic quality criteria, were extracted and analyzed following technical protocols for meta-analyses. Their high degree of heterogeneity shows that the effect of ARS on exam scores seems to be moderated by specific features. So, through a random-effects model, our results provide a positive, although moderated pooled effect of ARS on examination scores that is much greater in experiments performed in non-university contexts (Hedges' g = 0.48; S.E. = .2665) than at the university level (Hedge's g = 0.22, S.E. = .0434). Specifically, the categories of university disciplines in which ARS interventions are implemented seem to influence their usefulness for achieving better academic marks, being more effective when either Pure Soft Sciences or Applied Hard Sciences are considered. These findings might provide guidance for governments, researchers and educators into the effectiveness of learning based on the new interactive technologies. An increasing number of studies have addressed the impact of Audience Response Systems (ARS) on academic performance at all stages of education, although the evidence does not seem conclusive. With the aim of shedding light on the extent and diversity of the research outcomes, we conduct a meta-analysis of studies worldwide on this topic to assess whether the exam scores of students included in ARS experiments achieve better results than others taught using more conventional teaching tools. From an initial sample of 254 studies, data from 51 papers published between 2008 and 2012 (involving 14,963 participants) that set academic quality criteria, were extracted and analyzed following technical protocols for meta-analyses. Their high degree of heterogeneity shows that the effect of ARS on exam scores seems to be moderated by specific features. So, through a random-effects model, our results provide a positive, although moderated pooled effect of ARS on examination scores that is much greater in experiments performed in non-university contexts (Hedges' g = 0.48; S.E. = .2665) than at the university level (Hedge's g = 0.22, S.E. = .0434). Specifically, the categories of university disciplines in which ARS interventions are implemented seem to influence their usefulness for achieving better academic marks, being more effective when either Pure Soft Sciences or Applied Hard Sciences are considered. These findings might provide guidance for governments, researchers and educators into the effectiveness of learning based on the new interactive technologies. Audience response systems (ARSs) Elsevier Interactive learning environments Elsevier University disciplines Elsevier Meta-analysis Elsevier Castro-Nuño, Mercedes oth López-Valpuesta, Lourdes oth Sanz-Díaz, María Teresa oth Yñiguez, Rocío oth Enthalten in Elsevier Science Rosales-Asensio, Enrique ELSEVIER Surrogate optimization of coupled energy sources in a desalination microgrid based on solar PV and wind energy 2020 an international journal Amsterdam [u.a.] (DE-627)ELV005303729 volume:96 year:2016 pages:109-121 extent:13 https://doi.org/10.1016/j.compedu.2016.02.007 Volltext GBV_USEFLAG_U GBV_ELV SYSFLAG_U SSG-OLC-PHA 58.51 Abwassertechnik Wasseraufbereitung VZ AR 96 2016 109-121 13 045F 004 |
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10.1016/j.compedu.2016.02.007 doi GBVA2016012000023.pica (DE-627)ELV035346221 (ELSEVIER)S0360-1315(16)30027-6 DE-627 ger DE-627 rakwb eng 004 004 DE-600 570 690 VZ 58.51 bkl Castillo-Manzano, José I. verfasserin aut Measuring the effect of ARS on academic performance: A global meta-analysis 2016transfer abstract 13 nicht spezifiziert zzz rdacontent nicht spezifiziert z rdamedia nicht spezifiziert zu rdacarrier An increasing number of studies have addressed the impact of Audience Response Systems (ARS) on academic performance at all stages of education, although the evidence does not seem conclusive. With the aim of shedding light on the extent and diversity of the research outcomes, we conduct a meta-analysis of studies worldwide on this topic to assess whether the exam scores of students included in ARS experiments achieve better results than others taught using more conventional teaching tools. From an initial sample of 254 studies, data from 51 papers published between 2008 and 2012 (involving 14,963 participants) that set academic quality criteria, were extracted and analyzed following technical protocols for meta-analyses. Their high degree of heterogeneity shows that the effect of ARS on exam scores seems to be moderated by specific features. So, through a random-effects model, our results provide a positive, although moderated pooled effect of ARS on examination scores that is much greater in experiments performed in non-university contexts (Hedges' g = 0.48; S.E. = .2665) than at the university level (Hedge's g = 0.22, S.E. = .0434). Specifically, the categories of university disciplines in which ARS interventions are implemented seem to influence their usefulness for achieving better academic marks, being more effective when either Pure Soft Sciences or Applied Hard Sciences are considered. These findings might provide guidance for governments, researchers and educators into the effectiveness of learning based on the new interactive technologies. An increasing number of studies have addressed the impact of Audience Response Systems (ARS) on academic performance at all stages of education, although the evidence does not seem conclusive. With the aim of shedding light on the extent and diversity of the research outcomes, we conduct a meta-analysis of studies worldwide on this topic to assess whether the exam scores of students included in ARS experiments achieve better results than others taught using more conventional teaching tools. From an initial sample of 254 studies, data from 51 papers published between 2008 and 2012 (involving 14,963 participants) that set academic quality criteria, were extracted and analyzed following technical protocols for meta-analyses. Their high degree of heterogeneity shows that the effect of ARS on exam scores seems to be moderated by specific features. So, through a random-effects model, our results provide a positive, although moderated pooled effect of ARS on examination scores that is much greater in experiments performed in non-university contexts (Hedges' g = 0.48; S.E. = .2665) than at the university level (Hedge's g = 0.22, S.E. = .0434). Specifically, the categories of university disciplines in which ARS interventions are implemented seem to influence their usefulness for achieving better academic marks, being more effective when either Pure Soft Sciences or Applied Hard Sciences are considered. These findings might provide guidance for governments, researchers and educators into the effectiveness of learning based on the new interactive technologies. Audience response systems (ARSs) Elsevier Interactive learning environments Elsevier University disciplines Elsevier Meta-analysis Elsevier Castro-Nuño, Mercedes oth López-Valpuesta, Lourdes oth Sanz-Díaz, María Teresa oth Yñiguez, Rocío oth Enthalten in Elsevier Science Rosales-Asensio, Enrique ELSEVIER Surrogate optimization of coupled energy sources in a desalination microgrid based on solar PV and wind energy 2020 an international journal Amsterdam [u.a.] (DE-627)ELV005303729 volume:96 year:2016 pages:109-121 extent:13 https://doi.org/10.1016/j.compedu.2016.02.007 Volltext GBV_USEFLAG_U GBV_ELV SYSFLAG_U SSG-OLC-PHA 58.51 Abwassertechnik Wasseraufbereitung VZ AR 96 2016 109-121 13 045F 004 |
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10.1016/j.compedu.2016.02.007 doi GBVA2016012000023.pica (DE-627)ELV035346221 (ELSEVIER)S0360-1315(16)30027-6 DE-627 ger DE-627 rakwb eng 004 004 DE-600 570 690 VZ 58.51 bkl Castillo-Manzano, José I. verfasserin aut Measuring the effect of ARS on academic performance: A global meta-analysis 2016transfer abstract 13 nicht spezifiziert zzz rdacontent nicht spezifiziert z rdamedia nicht spezifiziert zu rdacarrier An increasing number of studies have addressed the impact of Audience Response Systems (ARS) on academic performance at all stages of education, although the evidence does not seem conclusive. With the aim of shedding light on the extent and diversity of the research outcomes, we conduct a meta-analysis of studies worldwide on this topic to assess whether the exam scores of students included in ARS experiments achieve better results than others taught using more conventional teaching tools. From an initial sample of 254 studies, data from 51 papers published between 2008 and 2012 (involving 14,963 participants) that set academic quality criteria, were extracted and analyzed following technical protocols for meta-analyses. Their high degree of heterogeneity shows that the effect of ARS on exam scores seems to be moderated by specific features. So, through a random-effects model, our results provide a positive, although moderated pooled effect of ARS on examination scores that is much greater in experiments performed in non-university contexts (Hedges' g = 0.48; S.E. = .2665) than at the university level (Hedge's g = 0.22, S.E. = .0434). Specifically, the categories of university disciplines in which ARS interventions are implemented seem to influence their usefulness for achieving better academic marks, being more effective when either Pure Soft Sciences or Applied Hard Sciences are considered. These findings might provide guidance for governments, researchers and educators into the effectiveness of learning based on the new interactive technologies. An increasing number of studies have addressed the impact of Audience Response Systems (ARS) on academic performance at all stages of education, although the evidence does not seem conclusive. With the aim of shedding light on the extent and diversity of the research outcomes, we conduct a meta-analysis of studies worldwide on this topic to assess whether the exam scores of students included in ARS experiments achieve better results than others taught using more conventional teaching tools. From an initial sample of 254 studies, data from 51 papers published between 2008 and 2012 (involving 14,963 participants) that set academic quality criteria, were extracted and analyzed following technical protocols for meta-analyses. Their high degree of heterogeneity shows that the effect of ARS on exam scores seems to be moderated by specific features. So, through a random-effects model, our results provide a positive, although moderated pooled effect of ARS on examination scores that is much greater in experiments performed in non-university contexts (Hedges' g = 0.48; S.E. = .2665) than at the university level (Hedge's g = 0.22, S.E. = .0434). Specifically, the categories of university disciplines in which ARS interventions are implemented seem to influence their usefulness for achieving better academic marks, being more effective when either Pure Soft Sciences or Applied Hard Sciences are considered. These findings might provide guidance for governments, researchers and educators into the effectiveness of learning based on the new interactive technologies. Audience response systems (ARSs) Elsevier Interactive learning environments Elsevier University disciplines Elsevier Meta-analysis Elsevier Castro-Nuño, Mercedes oth López-Valpuesta, Lourdes oth Sanz-Díaz, María Teresa oth Yñiguez, Rocío oth Enthalten in Elsevier Science Rosales-Asensio, Enrique ELSEVIER Surrogate optimization of coupled energy sources in a desalination microgrid based on solar PV and wind energy 2020 an international journal Amsterdam [u.a.] (DE-627)ELV005303729 volume:96 year:2016 pages:109-121 extent:13 https://doi.org/10.1016/j.compedu.2016.02.007 Volltext GBV_USEFLAG_U GBV_ELV SYSFLAG_U SSG-OLC-PHA 58.51 Abwassertechnik Wasseraufbereitung VZ AR 96 2016 109-121 13 045F 004 |
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10.1016/j.compedu.2016.02.007 doi GBVA2016012000023.pica (DE-627)ELV035346221 (ELSEVIER)S0360-1315(16)30027-6 DE-627 ger DE-627 rakwb eng 004 004 DE-600 570 690 VZ 58.51 bkl Castillo-Manzano, José I. verfasserin aut Measuring the effect of ARS on academic performance: A global meta-analysis 2016transfer abstract 13 nicht spezifiziert zzz rdacontent nicht spezifiziert z rdamedia nicht spezifiziert zu rdacarrier An increasing number of studies have addressed the impact of Audience Response Systems (ARS) on academic performance at all stages of education, although the evidence does not seem conclusive. With the aim of shedding light on the extent and diversity of the research outcomes, we conduct a meta-analysis of studies worldwide on this topic to assess whether the exam scores of students included in ARS experiments achieve better results than others taught using more conventional teaching tools. From an initial sample of 254 studies, data from 51 papers published between 2008 and 2012 (involving 14,963 participants) that set academic quality criteria, were extracted and analyzed following technical protocols for meta-analyses. Their high degree of heterogeneity shows that the effect of ARS on exam scores seems to be moderated by specific features. So, through a random-effects model, our results provide a positive, although moderated pooled effect of ARS on examination scores that is much greater in experiments performed in non-university contexts (Hedges' g = 0.48; S.E. = .2665) than at the university level (Hedge's g = 0.22, S.E. = .0434). Specifically, the categories of university disciplines in which ARS interventions are implemented seem to influence their usefulness for achieving better academic marks, being more effective when either Pure Soft Sciences or Applied Hard Sciences are considered. These findings might provide guidance for governments, researchers and educators into the effectiveness of learning based on the new interactive technologies. An increasing number of studies have addressed the impact of Audience Response Systems (ARS) on academic performance at all stages of education, although the evidence does not seem conclusive. With the aim of shedding light on the extent and diversity of the research outcomes, we conduct a meta-analysis of studies worldwide on this topic to assess whether the exam scores of students included in ARS experiments achieve better results than others taught using more conventional teaching tools. From an initial sample of 254 studies, data from 51 papers published between 2008 and 2012 (involving 14,963 participants) that set academic quality criteria, were extracted and analyzed following technical protocols for meta-analyses. Their high degree of heterogeneity shows that the effect of ARS on exam scores seems to be moderated by specific features. So, through a random-effects model, our results provide a positive, although moderated pooled effect of ARS on examination scores that is much greater in experiments performed in non-university contexts (Hedges' g = 0.48; S.E. = .2665) than at the university level (Hedge's g = 0.22, S.E. = .0434). Specifically, the categories of university disciplines in which ARS interventions are implemented seem to influence their usefulness for achieving better academic marks, being more effective when either Pure Soft Sciences or Applied Hard Sciences are considered. These findings might provide guidance for governments, researchers and educators into the effectiveness of learning based on the new interactive technologies. Audience response systems (ARSs) Elsevier Interactive learning environments Elsevier University disciplines Elsevier Meta-analysis Elsevier Castro-Nuño, Mercedes oth López-Valpuesta, Lourdes oth Sanz-Díaz, María Teresa oth Yñiguez, Rocío oth Enthalten in Elsevier Science Rosales-Asensio, Enrique ELSEVIER Surrogate optimization of coupled energy sources in a desalination microgrid based on solar PV and wind energy 2020 an international journal Amsterdam [u.a.] (DE-627)ELV005303729 volume:96 year:2016 pages:109-121 extent:13 https://doi.org/10.1016/j.compedu.2016.02.007 Volltext GBV_USEFLAG_U GBV_ELV SYSFLAG_U SSG-OLC-PHA 58.51 Abwassertechnik Wasseraufbereitung VZ AR 96 2016 109-121 13 045F 004 |
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measuring the effect of ars on academic performance: a global meta-analysis |
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Measuring the effect of ARS on academic performance: A global meta-analysis |
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An increasing number of studies have addressed the impact of Audience Response Systems (ARS) on academic performance at all stages of education, although the evidence does not seem conclusive. With the aim of shedding light on the extent and diversity of the research outcomes, we conduct a meta-analysis of studies worldwide on this topic to assess whether the exam scores of students included in ARS experiments achieve better results than others taught using more conventional teaching tools. From an initial sample of 254 studies, data from 51 papers published between 2008 and 2012 (involving 14,963 participants) that set academic quality criteria, were extracted and analyzed following technical protocols for meta-analyses. Their high degree of heterogeneity shows that the effect of ARS on exam scores seems to be moderated by specific features. So, through a random-effects model, our results provide a positive, although moderated pooled effect of ARS on examination scores that is much greater in experiments performed in non-university contexts (Hedges' g = 0.48; S.E. = .2665) than at the university level (Hedge's g = 0.22, S.E. = .0434). Specifically, the categories of university disciplines in which ARS interventions are implemented seem to influence their usefulness for achieving better academic marks, being more effective when either Pure Soft Sciences or Applied Hard Sciences are considered. These findings might provide guidance for governments, researchers and educators into the effectiveness of learning based on the new interactive technologies. |
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An increasing number of studies have addressed the impact of Audience Response Systems (ARS) on academic performance at all stages of education, although the evidence does not seem conclusive. With the aim of shedding light on the extent and diversity of the research outcomes, we conduct a meta-analysis of studies worldwide on this topic to assess whether the exam scores of students included in ARS experiments achieve better results than others taught using more conventional teaching tools. From an initial sample of 254 studies, data from 51 papers published between 2008 and 2012 (involving 14,963 participants) that set academic quality criteria, were extracted and analyzed following technical protocols for meta-analyses. Their high degree of heterogeneity shows that the effect of ARS on exam scores seems to be moderated by specific features. So, through a random-effects model, our results provide a positive, although moderated pooled effect of ARS on examination scores that is much greater in experiments performed in non-university contexts (Hedges' g = 0.48; S.E. = .2665) than at the university level (Hedge's g = 0.22, S.E. = .0434). Specifically, the categories of university disciplines in which ARS interventions are implemented seem to influence their usefulness for achieving better academic marks, being more effective when either Pure Soft Sciences or Applied Hard Sciences are considered. These findings might provide guidance for governments, researchers and educators into the effectiveness of learning based on the new interactive technologies. |
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An increasing number of studies have addressed the impact of Audience Response Systems (ARS) on academic performance at all stages of education, although the evidence does not seem conclusive. With the aim of shedding light on the extent and diversity of the research outcomes, we conduct a meta-analysis of studies worldwide on this topic to assess whether the exam scores of students included in ARS experiments achieve better results than others taught using more conventional teaching tools. From an initial sample of 254 studies, data from 51 papers published between 2008 and 2012 (involving 14,963 participants) that set academic quality criteria, were extracted and analyzed following technical protocols for meta-analyses. Their high degree of heterogeneity shows that the effect of ARS on exam scores seems to be moderated by specific features. So, through a random-effects model, our results provide a positive, although moderated pooled effect of ARS on examination scores that is much greater in experiments performed in non-university contexts (Hedges' g = 0.48; S.E. = .2665) than at the university level (Hedge's g = 0.22, S.E. = .0434). Specifically, the categories of university disciplines in which ARS interventions are implemented seem to influence their usefulness for achieving better academic marks, being more effective when either Pure Soft Sciences or Applied Hard Sciences are considered. These findings might provide guidance for governments, researchers and educators into the effectiveness of learning based on the new interactive technologies. |
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