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|Title:||Systematic Review and Meta-Analysis of STEM Simulations|
|Publisher:||International Society of the Learning Sciences|
|Citation:||D'Angelo, C., Harris, C., & Rutstein, D. (2013). Systematic Review and Meta-Analysis of STEM Simulations. In Rummel, N., Kapur, M., Nathan, M., & Puntambekar, S. (Eds.), To See the World and a Grain of Sand: Learning across Levels of Space, Time, and Scale: CSCL 2013 Conference Proceedings Volume 2 — Short Papers, Panels, Posters, Demos & Community Events (pp. 239-240). Madison, WI: International Society of the Learning Sciences.|
|Abstract:||This paper describes the initial findings of a systematic meta-analysis of the literature of computer simulations related to science, technology, engineering, and mathematics (STEM) learning. Features of the simulations, quality of the research design, and the assessments/instruments used to measure learning are the primary moderating variables of interest. A meta-analysis of 55 research studies of K-12 science education, published between 1991 and 2012, found that on average simulations had a positive effect on science achievement.|
|Appears in Collections:||CSCL 2013|
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