Methodische Ansätze zu Evidenzsynthesen in der Bildungstechnologie. Eine tertiäre Übersichtsarbeit.

Autor/inn/en	Buntins, Katja; Bedenlier, Svenja; Marín, Victoria
Titel	Methodische Ansätze zu Evidenzsynthesen in der Bildungstechnologie. Eine tertiäre Übersichtsarbeit.
Quelle	In: MedienPädagogik, (2023) 54, S. 167-191Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Tabellen; Abbildungen; Literaturangaben
Sprache	deutsch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1424-3636
DOI	10.21240/mpaed/54/2023.12.20.X
Schlagwörter	Bildung; Forschung; Methode; Literaturrecherche; Literatur; Datenbank; Technologie; Wissenschaft; Sozialwissenschaften; Daten; Evidenz; Überblick
Abstract	Evidence synthesis methods are becoming increasingly popular in the social sciences, particularly in the field of educational technology, where secondary research has grown exponentially in recent years. Although review studies provide insight into these methods, questions have been raised about their methodological rigor and transparency. This tertiary review analyzed transparency and reproducibility in the reporting of evidence synthesis methods in the field of educational technology across different types of reviews indexed in the Web of Science, ERIC, Scopus, Google Scholar, Dialnet, and FIS. Reviews were included if they were published in English, German, or Spanish; if they synthesized the use of educational technology within formal teaching and learning settings; and if they contained a methods section. A sample of 446 evidence syntheses were included for dataextraction and synthesis in EPPI Reviewer, with systematic reviews, meta-analyses, and literature reviews selected for deeper analysis as the most widely used review types in the corpus. Indicators of replicability at critical stages of the review were identified and analyzed in the sample by review type (research question, search strategy, data extraction, and synthesis). The results show significant room for improvement of methodological transparency in data extraction and synthesis, with certain types of reviews showing lower scores than others on some indicators. The article concludes with recommendations for improving the methodological transparency and rigor of evidence synthesis in the field of educational technology.
Erfasst von	Deutsches Zentralinstitut für soziale Fragen, Berlin
Update	2024/3