Effects of Dynamic Mathematical Software on Students’ Performance: A Three-Level Meta-Analysis

IF 4 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Educational Computing Research Pub Date : 2024-01-10 DOI:10.1177/07356331241226594

Zhongtian Ji, Kan Guo, Shuang Song

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引用次数: 0

Abstract

As a significant tool to integrate information technology and education, dynamic mathematical software (DMS) has been widely concerned in recent years. However, how to better apply it to instruction practice deserves further exploration. Thus, we adopted the meta-analysis method to analyze the DMS-based experiments published between 2000 and 2020. A three-level meta-analysis of data from 107 studies involving 10,507 participants and 138 effect sizes revealed a moderate effect size (d = .632, 95% CI = [.550, .713]). Moreover, moderator analyses showed that: (1) cultural background had significant moderating effects; (2) students performed better on near-transfer tests than far-transfer tests; (3) DMS used by students independently had better effects; (4) intervention duration had significant moderating effects; (5) some of the above significant moderating effects were unique after controlling for others. Overall, our findings suggest that DMS has positive effects on students’ performance and teachers should be meticulous in designing their teaching plans.

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动态数学软件对学生成绩的影响：三级元分析

作为信息技术与教育融合的重要工具，动态数学软件（DMS）近年来受到广泛关注。然而，如何将其更好地应用于教学实践，值得进一步探讨。因此，我们采用荟萃分析法，对 2000 年至 2020 年间发表的基于 DMS 的实验进行了分析。对107项研究的数据进行了三级荟萃分析，涉及10507名参与者和138个效应大小，结果显示效应大小适中（d = .632，95% CI = [.550, .713]）。此外，调节因素分析表明(1) 文化背景有显著的调节作用；(2) 学生在近迁移测试中的表现优于远迁移测试；(3) 学生独立使用 DMS 有更好的效果；(4) 干预持续时间有显著的调节作用；(5) 在控制其他因素后，上述一些显著的调节作用是唯一的。总之，我们的研究结果表明，DMS 对学生的成绩有积极的影响，教师在设计教学计划时应精心设计。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Educational Computing Research EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

11.90

自引率

6.20%

发文量

期刊介绍： The goal of this Journal is to provide an international scholarly publication forum for peer-reviewed interdisciplinary research into the applications, effects, and implications of computer-based education. The Journal features articles useful for practitioners and theorists alike. The terms "education" and "computing" are viewed broadly. “Education” refers to the use of computer-based technologies at all levels of the formal education system, business and industry, home-schooling, lifelong learning, and unintentional learning environments. “Computing” refers to all forms of computer applications and innovations - both hardware and software. For example, this could range from mobile and ubiquitous computing to immersive 3D simulations and games to computing-enhanced virtual learning environments.