Systematic review and meta-analysis of STEM simulations

Cynthia D'Angelo, Christopher Harris, Daisy Rutstein

Research output: Contribution to journalConference articlepeer-review

Abstract

This paper describes the initial findings of a systematic meta-analysis of the literature of computer simulations related to science, technology, engineering, and mathematics (STEM) learning. Features of the simulations, quality of the research design, and the assessments/instruments used to measure learning are the primary moderating variables of interest. A meta-analysis of 55 research studies of K-12 science education, published between 1991 and 2012, found that on average simulations had a positive effect on science achievement.

Original languageEnglish (US)
Pages (from-to)239-240
Number of pages2
JournalComputer-Supported Collaborative Learning Conference, CSCL
Volume2
StatePublished - Oct 31 2013
Externally publishedYes
Event10th International Conference on Computer-Supported Collaborative Learning, CSCL 2013 - Madison, WI, United States
Duration: Jun 15 2013Jun 19 2013

ASJC Scopus subject areas

  • Human-Computer Interaction
  • Education

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