Measuring the effect of ARS on academic performance: A global meta-analysis
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- 作者：José ; I. Castillo-Manzanoa ; jignacio@us.es" class="auth_mail" title="E-mail the corresponding author ; Mercedes Castro-Nuñ ; oa ; mercas@us.es" class="auth_mail" title="E-mail the corresponding author ; Lourdes Ló ; pez-Valpuestaa ; lolopez@us.es" class="auth_mail" title="E-mail the corresponding author ; Marí ; a Teresa Sanz-Dí ; azb ; mtsanz@us.es" class="auth_mail" title="E-mail the corresponding author ; Rocí ; o Yñ ; iguezb ; ovando@us.es" class="auth_mail" title="E-mail the corresponding author
- 关键词：Audience response systems (ARSs) ; Meta-analysis ; Interactive learning environments ; University disciplines
- 刊名：Computers and Education
- 出版年：2016
- 出版时间：May 2016
- 年：2016
- 卷：96
- 期：Complete
- 页码：109-121
- 全文大小：403 K
文摘
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The prior literature offers no consensus on the effect of ARS on examination scores in education.
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Our research conducts a meta-analysis to synthesize all recent ARS evaluations worldwide.
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Our results suggest that there is a positive, although moderated effect of ARS on examination scores.
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The effect of ARS is greater in non-university education than at the university level.
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In university disciplines, ARS is more effective in Pure Soft and Applied Hard Sciences.