Learner Acceptance and Student Experience of Virtual Reality Usage in Biology learning: A Meta-analysis
Shafira Eltasari, Susilo. (2021) Turkish Journal of Computer and Mathematics Education, Vol. 12, No. 14, 851-858
From static imagery of the cell, molecules and DNA strands, animations and 2-D simulations ushered a new era of biological learning, if unfortunately it never saw a broader light beyond college majors. But now, thanks to kind of dated tech, virtual reality can provide much enjoyed spatial perspective.
The Take: Feel free to invest in immersive experiences for subjects where spatial relations matter. Make sure the experience involves assessment too.
Effect of Paper Versus Digital Reading in Health Professional Education: A Systematic: Review and Meta-Analysis
Guillaume Fontaine and others. (2021) American Journal of Pharmaceutical Education, Vol 85, No. 6
Some never see a future where there is no paper. Others can’t wait to see the day. But which one is the sound pedagogical route? Unfortunately, despite the broad evidence available by the analysts, the studies were too heterogeneous to be deemed reliable. A predilection for paper over screen, observed in a number of subgroups, cannot be completely attributed to the medium and not things like familiarity or emotional cues.
The Take: It might be best to keep trees as trees and make the most of electronic devices to administer education instead.
Big Five personality traits and academic performance: A meta-analysis
Sakhavat Mammadov. (2021) Journal of Personality. Free Access
With access to a large and diverse sample space, this likely candidate to most robust educational research of the year associates traits with standard academic performance. The evidence is clear: Conscientiousness and Openness are correlated with better academic performance, a relationship that appears to strengthen over time; whereas Agreeableness, Extraversion and Neuroticism, the remaining “Big Five” traits, show neutral to slightly negative effect.
The Take: The time for Conscientiousness-Based Education is quite possibly upon us.
Does gamification affect academic achievement? A meta-analysis of studies conducted in Turkey
Melih Dikmen (2021) International Journal of Curriculum and Instruction, Vol 13, No. 3, 3001-3020
Turkish learners are players at heart. Despite the restriction to one country, analysts found 52 experimental studies to come up with an undisputable finding: Gamification is nice. It can also explain over 70% of the variance on academic achievement. Even after controlling for age, level and even class sizes, this meta-analysis leaves little doubt about the powerful role gamification can play in a classroom.
The Take: Game on! Develop a mix of in-class play and motivational incentives, and manage the growth of measurable achievements.