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

Autor/inn/en	Yu, Qing; Yu, Kun
Titel	Does Motion-Sensing Technology Enhance Students' Learning? A Meta-Analysis
Quelle	In: Journal of Educational Computing Research, 61 (2023) 7, S.1359-1388 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Yu, Qing)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0735-6331
DOI	10.1177/07356331231176741
Schlagwörter	Human Body; Motion; Information Technology; Computer Software; Middle School Students; Game Based Learning; Cooperative Learning; Technology Uses in Education; Foreign Countries; Academic Achievement; Asia; Europe + Suchen Sie Ihr Suchwort? Menschlicher Körper; Bewegungsablauf; Informationstechnologie; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Kooperatives Lernen; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Ausland; Schulleistung; Asien; Europa
Abstract	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 = 0.574, 95% CI = [0.450, 0.698], p < 0.001), particularly in the affective domain (SMD = 0.822). 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[approximately]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. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01