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1. Full Text Digital Games, Design, and Learning: A Systematic Review and Meta-Analysis
by Douglas B. Clark and Emily E. Tanner-Smith and Stephen S. Killingsworth
Review of educational research, ISSN 0034-6543, 3/2016, Volume 86, Issue 1, pp. 79 - 122
Educational outcomes | Learning | Simulations | Narratives | Games | Posttests | Research design | Cognition | Design analysis | Collaborative learning | meta-analysis | digital games | learning | systematic review | Education & Educational Research | Social Sciences | Higher Education | Value Added Models | Hypothesis Testing | Educational Benefits | Learning Processes | Outcomes of Education | Instructional Design | Elementary Secondary Education | Educational Games | Computer Games | Affordances | Coding | Multiple Regression Analysis | Effect Size | Meta Analysis | Robustness (Statistics) | Technology application | Usage | Innovations | Research | Design and construction | Educational games | Comparative analysis | Meta-analysis | Meta analyses | Regression analysis | Students | Computer & video games
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2. Full Text Effects of Feedback in a Computer-Based Learning Environment on Students' Learning Outcomes: A Meta-Analysis
by Fabienne M. Van der Kleij and Remco C. W. Feskens and Theo J. H. M. Eggen
Review of educational research, ISSN 0034-6543, 12/2015, Volume 85, Issue 4, pp. 475 - 511
IR-98270 | METIS-313342 | feedback | meta-analysis | learning | computers | Education & Educational Research | Social Sciences | Intellectual Disciplines | High Schools | Regression (Statistics) | Electronic Learning | Mathematics | Languages | Computer Assisted Instruction | Outcomes of Education | Accuracy | Instructional Effectiveness | Sciences | Coding | Primary Education | Effect Size | Literature Reviews | Meta Analysis | Statistical Analysis | Feedback (Response) | Learning | Data analysis | Learning environment | Computer modeling and simulation | Feedback | Social sciences | Meta analyses | Learning outcomes | School environment | Meta-analysis | Computer assisted instruction--CAI
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3. Full Text Effectiveness of Intelligent Tutoring Systems: A Meta-Analytic Review
by James A. Kulik and J. D. Fletcher
Review of educational research, ISSN 0034-6543, 3/2016, Volume 86, Issue 1, pp. 42 - 78
Control groups | Tutoring | Databases | Standardized tests | Intelligent tutoring systems | Machine learning | Test scores | Standard deviation | Cognition | Information technology | meta-analysis | computer-assisted instruction | tutoring | intelligent tutoring systems | Education & Educational Research | Social Sciences | Experimental Groups | Fidelity | Intelligent Tutoring Systems | Effect Size | Meta Analysis | Program Evaluation | Computer Assisted Instruction | Research Methodology | Control Groups | Statistical Analysis | Research Design | Program Effectiveness | Usage | Tutors and tutoring | Innovations | Meta-analysis | Meta analyses | Determiners
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4. Full Text Motivation Interventions in Education: A Meta-Analytic Review
by Rory A. Lazowski and Chris S. Hulleman
Review of educational research, ISSN 0034-6543, 6/2016, Volume 86, Issue 2, pp. 602 - 640
Educational outcomes | Social psychology | Student motivation | Academic motivation | Motivation | Motivation research | Educational research | Experiment design | Academic grades | Academic learning | meta-analysis | education | interventions | research synthesis | motivation | Education & Educational Research | Social Sciences | Intervention | Quasiexperimental Design | Publications | Q Methodology | Bias | Definitions | Experiments | Educational Theories | Student Motivation | Coding | Computation | Effect Size | Instructional Program Divisions | Meta Analysis | Robustness (Statistics) | Research Design | Statistical Analysis | Program Effectiveness | Motivation in education | Usage | Analysis | Response to intervention (Education) | Meta-analysis | Literature reviews | Academic publications | Learning environment | Education | Meta analyses | Research design
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5. Full Text Experimental and Quasi-Experimental Studies of Inquiry-Based Science Teaching: A Meta-Analysis
by Erin Marie Furtak and Tina Seidel and Heidi Iverson and Derek C. Briggs
Review of educational research, ISSN 0034-6543, 9/2012, Volume 82, Issue 3, pp. 300 - 329
Control groups | Science education | Teachers | Active learning | Search terms | Educational research | Science learning | Discovery learning | College instruction | Science teachers | meta-analysis | inquiry-based teaching | science learning | science teaching | student achievement | Education & Educational Research | Social Sciences | Educational Research | Comparative Analysis | Quasiexperimental Design | Science Instruction | Effect Size | Meta Analysis | Inquiry | Active Learning | Inquiry (Theory of knowledge) | Sciences education | Usage | Education | Analysis | Study and teaching | Research | Methods | Meta-analysis | Learning | Teaching methods | Cognition & reasoning | Education reform | Students | Meta analyses | Education policy | Teaching
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6. Full Text Mediterranean diet and its components in relation to all-cause mortality: meta-analysis
by Eleftheriou, Dimitra and Benetou, Vassiliki and Trichopoulou, Antonia and La Vecchia, Carlo and Bamia, Christina
British journal of nutrition, ISSN 0007-1145, 11/2018, Volume 120, Issue 10, pp. 1081 - 1097
Review-Systematic with Meta-Analysis | Meta-analyses | Reviews | Mediterranean diet | Mortality | Life Sciences & Biomedicine | Nutrition & Dietetics | Science & Technology | Prospective Studies | Vegetables | Diet, Mediterranean | Fruit | Europe | Humans | Middle Aged | Proportional Hazards Models | Male | Risk | Longevity | Meat | Aged, 80 and over | Female | Aged | Statistical analysis | Cardiovascular disease | Systematic review | Olive oil | Meta-analysis | Alcohols | Studies | Heterogeneity | Diet | Risk assessment | Diabetes | Health risk assessment | Significance | Public health | Cancer | Index Medicus
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