A meta-analysis of wearables research in educational settings published 2016–2019
The integration of wearables in education environments to enhance teaching and learning is an emerging area of research. However, many studies lack the rigor of formal research designs and results are inconclusive. The purpose of this meta-analysis was to examine the overall effect of wearable use o...
Gespeichert in:
| Veröffentlicht in: | Educational technology research and development 2020-08, Vol.68 (4), p.1829-1854 |
|---|---|
| Hauptverfasser: | , |
| Format: | Artikel |
| Sprache: | eng |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Tags: |
Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
|
| container_end_page | 1854 |
|---|---|
| container_issue | 4 |
| container_start_page | 1829 |
| container_title | Educational technology research and development |
| container_volume | 68 |
| creator | Havard, Byron Podsiad, Megan |
| description | The integration of wearables in education environments to enhance teaching and learning is an emerging area of research. However, many studies lack the rigor of formal research designs and results are inconclusive. The purpose of this meta-analysis was to examine the overall effect of wearable use on learning and motivation outcomes and describe the characteristics of the studies that comprise the body of quantitative wearables research. Searches for wearables research were conducted in three databases resulting in 144 results with duplicates removed. Coding based on specific inclusion criteria resulted in 12 studies with 20 effect sizes published between January 2016 and August 2019. The overall weighted mean effect size for 20 learning and motivation outcomes was .6373 (
SE
= .1622). It should be noted that while this result was statistically significant (
z
= 3.9292,
p
= .0001) with 95% CI [.3194, 9552], the heterogeneity was also statistically significant. Additional weighted mean effect sizes relating to study characteristics were significant while meeting the assumption of homogeneity. A discussion of the findings, implications, and limitations are provided. |
| doi_str_mv | 10.1007/s11423-020-09789-y |
| format | Article |
| fullrecord | <record><control><sourceid>gale_proqu</sourceid><recordid>TN_cdi_proquest_journals_2435337562</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><galeid>A713964589</galeid><ericid>EJ1266200</ericid><sourcerecordid>A713964589</sourcerecordid><originalsourceid>FETCH-LOGICAL-c380t-33a295ee4e456ef56e522a412dfd383272b07e69a9cf267a1d2925abb8b798fd3</originalsourceid><addsrcrecordid>eNp9kM9KxDAQxosouK6-gCAEPGdNJk3SHJfFvwge1HNI2-ka6bZr0kX25jv4hj6J0YreTAgz5Pt-w_Bl2TFnM86YPouc5yAoA0aZ0YWh251swqVUVEnGd1PPcqBcgdnPDmJ8ZuloVUyy-zlZ4eCo61y7jT6SviGv6IIrW4wkYEx99UR8R7DeVG7wfTKSiMPgu2Uk603Z-viENQHG1cfbeyrmMNtrXBvx6KdOs8eL84fFFb29u7xezG9pJQo2UCEcGImYYy4VNulJAJdzqJtaFAI0lEyjMs5UDSjteA0GpCvLotSmSJ5pdjrOXYf-ZYNxsM_9JqT9ooVcSCG0VJBcs9G1dC1a3zX9EFyVbo0rX_UdNj79zzUXRuWyMAmAEahCH2PAxq6DX7mwtZzZr7TtmLZNadvvtO02QScjhMFXv8D5DQelgLGki1GPSeuWGP52_WfqJ0uRi4U</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>2435337562</pqid></control><display><type>article</type><title>A meta-analysis of wearables research in educational settings published 2016–2019</title><source>Jstor Complete Legacy</source><source>Education Source</source><source>Springer Nature - Complete Springer Journals</source><creator>Havard, Byron ; Podsiad, Megan</creator><creatorcontrib>Havard, Byron ; Podsiad, Megan</creatorcontrib><description>The integration of wearables in education environments to enhance teaching and learning is an emerging area of research. However, many studies lack the rigor of formal research designs and results are inconclusive. The purpose of this meta-analysis was to examine the overall effect of wearable use on learning and motivation outcomes and describe the characteristics of the studies that comprise the body of quantitative wearables research. Searches for wearables research were conducted in three databases resulting in 144 results with duplicates removed. Coding based on specific inclusion criteria resulted in 12 studies with 20 effect sizes published between January 2016 and August 2019. The overall weighted mean effect size for 20 learning and motivation outcomes was .6373 (
SE
= .1622). It should be noted that while this result was statistically significant (
z
= 3.9292,
p
= .0001) with 95% CI [.3194, 9552], the heterogeneity was also statistically significant. Additional weighted mean effect sizes relating to study characteristics were significant while meeting the assumption of homogeneity. A discussion of the findings, implications, and limitations are provided.</description><identifier>ISSN: 1042-1629</identifier><identifier>EISSN: 1556-6501</identifier><identifier>DOI: 10.1007/s11423-020-09789-y</identifier><language>eng</language><publisher>New York: Springer US</publisher><subject>Analysis ; Assistive Technology ; Coding ; Education ; Educational Technology ; Effect Size ; Learning ; Learning and Instruction ; Learning Motivation ; Learning strategies ; Meta Analysis ; Outcomes of Education ; Systematic review ; Technology Integration ; Wearable computers</subject><ispartof>Educational technology research and development, 2020-08, Vol.68 (4), p.1829-1854</ispartof><rights>Association for Educational Communications and Technology 2020</rights><rights>COPYRIGHT 2020 Springer</rights><rights>Association for Educational Communications and Technology 2020.</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c380t-33a295ee4e456ef56e522a412dfd383272b07e69a9cf267a1d2925abb8b798fd3</citedby><cites>FETCH-LOGICAL-c380t-33a295ee4e456ef56e522a412dfd383272b07e69a9cf267a1d2925abb8b798fd3</cites><orcidid>0000-0002-6870-7745</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://link.springer.com/content/pdf/10.1007/s11423-020-09789-y$$EPDF$$P50$$Gspringer$$H</linktopdf><linktohtml>$$Uhttps://link.springer.com/10.1007/s11423-020-09789-y$$EHTML$$P50$$Gspringer$$H</linktohtml><link.rule.ids>314,776,780,27903,27904,41467,42536,51297</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1266200$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Havard, Byron</creatorcontrib><creatorcontrib>Podsiad, Megan</creatorcontrib><title>A meta-analysis of wearables research in educational settings published 2016–2019</title><title>Educational technology research and development</title><addtitle>Education Tech Research Dev</addtitle><description>The integration of wearables in education environments to enhance teaching and learning is an emerging area of research. However, many studies lack the rigor of formal research designs and results are inconclusive. The purpose of this meta-analysis was to examine the overall effect of wearable use on learning and motivation outcomes and describe the characteristics of the studies that comprise the body of quantitative wearables research. Searches for wearables research were conducted in three databases resulting in 144 results with duplicates removed. Coding based on specific inclusion criteria resulted in 12 studies with 20 effect sizes published between January 2016 and August 2019. The overall weighted mean effect size for 20 learning and motivation outcomes was .6373 (
SE
= .1622). It should be noted that while this result was statistically significant (
z
= 3.9292,
p
= .0001) with 95% CI [.3194, 9552], the heterogeneity was also statistically significant. Additional weighted mean effect sizes relating to study characteristics were significant while meeting the assumption of homogeneity. A discussion of the findings, implications, and limitations are provided.</description><subject>Analysis</subject><subject>Assistive Technology</subject><subject>Coding</subject><subject>Education</subject><subject>Educational Technology</subject><subject>Effect Size</subject><subject>Learning</subject><subject>Learning and Instruction</subject><subject>Learning Motivation</subject><subject>Learning strategies</subject><subject>Meta Analysis</subject><subject>Outcomes of Education</subject><subject>Systematic review</subject><subject>Technology Integration</subject><subject>Wearable computers</subject><issn>1042-1629</issn><issn>1556-6501</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2020</creationdate><recordtype>article</recordtype><sourceid>8G5</sourceid><sourceid>ABUWG</sourceid><sourceid>AFKRA</sourceid><sourceid>AZQEC</sourceid><sourceid>BENPR</sourceid><sourceid>CCPQU</sourceid><sourceid>DWQXO</sourceid><sourceid>GNUQQ</sourceid><sourceid>GUQSH</sourceid><sourceid>M2O</sourceid><recordid>eNp9kM9KxDAQxosouK6-gCAEPGdNJk3SHJfFvwge1HNI2-ka6bZr0kX25jv4hj6J0YreTAgz5Pt-w_Bl2TFnM86YPouc5yAoA0aZ0YWh251swqVUVEnGd1PPcqBcgdnPDmJ8ZuloVUyy-zlZ4eCo61y7jT6SviGv6IIrW4wkYEx99UR8R7DeVG7wfTKSiMPgu2Uk603Z-viENQHG1cfbeyrmMNtrXBvx6KdOs8eL84fFFb29u7xezG9pJQo2UCEcGImYYy4VNulJAJdzqJtaFAI0lEyjMs5UDSjteA0GpCvLotSmSJ5pdjrOXYf-ZYNxsM_9JqT9ooVcSCG0VJBcs9G1dC1a3zX9EFyVbo0rX_UdNj79zzUXRuWyMAmAEahCH2PAxq6DX7mwtZzZr7TtmLZNadvvtO02QScjhMFXv8D5DQelgLGki1GPSeuWGP52_WfqJ0uRi4U</recordid><startdate>20200801</startdate><enddate>20200801</enddate><creator>Havard, Byron</creator><creator>Podsiad, Megan</creator><general>Springer US</general><general>Springer</general><general>Springer Nature B.V</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>0-V</scope><scope>3V.</scope><scope>7XB</scope><scope>88B</scope><scope>88G</scope><scope>8A4</scope><scope>8FI</scope><scope>8FJ</scope><scope>8FK</scope><scope>8G5</scope><scope>ABUWG</scope><scope>AFKRA</scope><scope>ALSLI</scope><scope>AZQEC</scope><scope>BENPR</scope><scope>CCPQU</scope><scope>CJNVE</scope><scope>DWQXO</scope><scope>FYUFA</scope><scope>GHDGH</scope><scope>GNUQQ</scope><scope>GUQSH</scope><scope>M0P</scope><scope>M2M</scope><scope>M2O</scope><scope>MBDVC</scope><scope>PQEDU</scope><scope>PQEST</scope><scope>PQQKQ</scope><scope>PQUKI</scope><scope>PRINS</scope><scope>PSYQQ</scope><scope>Q9U</scope><scope>S0X</scope><orcidid>https://orcid.org/0000-0002-6870-7745</orcidid></search><sort><creationdate>20200801</creationdate><title>A meta-analysis of wearables research in educational settings published 2016–2019</title><author>Havard, Byron ; Podsiad, Megan</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c380t-33a295ee4e456ef56e522a412dfd383272b07e69a9cf267a1d2925abb8b798fd3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2020</creationdate><topic>Analysis</topic><topic>Assistive Technology</topic><topic>Coding</topic><topic>Education</topic><topic>Educational Technology</topic><topic>Effect Size</topic><topic>Learning</topic><topic>Learning and Instruction</topic><topic>Learning Motivation</topic><topic>Learning strategies</topic><topic>Meta Analysis</topic><topic>Outcomes of Education</topic><topic>Systematic review</topic><topic>Technology Integration</topic><topic>Wearable computers</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Havard, Byron</creatorcontrib><creatorcontrib>Podsiad, Megan</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>CrossRef</collection><collection>ProQuest Social Sciences Premium Collection</collection><collection>ProQuest Central (Corporate)</collection><collection>ProQuest Central (purchase pre-March 2016)</collection><collection>Education Database (Alumni Edition)</collection><collection>Psychology Database (Alumni)</collection><collection>Education Periodicals</collection><collection>Hospital Premium Collection</collection><collection>Hospital Premium Collection (Alumni Edition)</collection><collection>ProQuest Central (Alumni) (purchase pre-March 2016)</collection><collection>Research Library (Alumni Edition)</collection><collection>ProQuest Central (Alumni Edition)</collection><collection>ProQuest Central UK/Ireland</collection><collection>Social Science Premium Collection</collection><collection>ProQuest Central Essentials</collection><collection>ProQuest Central</collection><collection>ProQuest One Community College</collection><collection>Education Collection</collection><collection>ProQuest Central Korea</collection><collection>Health Research Premium Collection</collection><collection>Health Research Premium Collection (Alumni)</collection><collection>ProQuest Central Student</collection><collection>Research Library Prep</collection><collection>Education Database</collection><collection>ProQuest Psychology</collection><collection>Research Library</collection><collection>Research Library (Corporate)</collection><collection>ProQuest One Education</collection><collection>ProQuest One Academic Eastern Edition (DO NOT USE)</collection><collection>ProQuest One Academic</collection><collection>ProQuest One Academic UKI Edition</collection><collection>ProQuest Central China</collection><collection>ProQuest One Psychology</collection><collection>ProQuest Central Basic</collection><collection>SIRS Editorial</collection><jtitle>Educational technology research and development</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Havard, Byron</au><au>Podsiad, Megan</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1266200</ericid><atitle>A meta-analysis of wearables research in educational settings published 2016–2019</atitle><jtitle>Educational technology research and development</jtitle><stitle>Education Tech Research Dev</stitle><date>2020-08-01</date><risdate>2020</risdate><volume>68</volume><issue>4</issue><spage>1829</spage><epage>1854</epage><pages>1829-1854</pages><issn>1042-1629</issn><eissn>1556-6501</eissn><abstract>The integration of wearables in education environments to enhance teaching and learning is an emerging area of research. However, many studies lack the rigor of formal research designs and results are inconclusive. The purpose of this meta-analysis was to examine the overall effect of wearable use on learning and motivation outcomes and describe the characteristics of the studies that comprise the body of quantitative wearables research. Searches for wearables research were conducted in three databases resulting in 144 results with duplicates removed. Coding based on specific inclusion criteria resulted in 12 studies with 20 effect sizes published between January 2016 and August 2019. The overall weighted mean effect size for 20 learning and motivation outcomes was .6373 (
SE
= .1622). It should be noted that while this result was statistically significant (
z
= 3.9292,
p
= .0001) with 95% CI [.3194, 9552], the heterogeneity was also statistically significant. Additional weighted mean effect sizes relating to study characteristics were significant while meeting the assumption of homogeneity. A discussion of the findings, implications, and limitations are provided.</abstract><cop>New York</cop><pub>Springer US</pub><doi>10.1007/s11423-020-09789-y</doi><tpages>26</tpages><orcidid>https://orcid.org/0000-0002-6870-7745</orcidid></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 1042-1629 |
| ispartof | Educational technology research and development, 2020-08, Vol.68 (4), p.1829-1854 |
| issn | 1042-1629 1556-6501 |
| language | eng |
| recordid | cdi_proquest_journals_2435337562 |
| source | Jstor Complete Legacy; Education Source; Springer Nature - Complete Springer Journals |
| subjects | Analysis Assistive Technology Coding Education Educational Technology Effect Size Learning Learning and Instruction Learning Motivation Learning strategies Meta Analysis Outcomes of Education Systematic review Technology Integration Wearable computers |
| title | A meta-analysis of wearables research in educational settings published 2016–2019 |
| url | https://sfx.bib-bvb.de/sfx_tum?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2025-01-26T20%3A26%3A11IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-gale_proqu&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=A%20meta-analysis%20of%20wearables%20research%20in%20educational%20settings%20published%202016%E2%80%932019&rft.jtitle=Educational%20technology%20research%20and%20development&rft.au=Havard,%20Byron&rft.date=2020-08-01&rft.volume=68&rft.issue=4&rft.spage=1829&rft.epage=1854&rft.pages=1829-1854&rft.issn=1042-1629&rft.eissn=1556-6501&rft_id=info:doi/10.1007/s11423-020-09789-y&rft_dat=%3Cgale_proqu%3EA713964589%3C/gale_proqu%3E%3Curl%3E%3C/url%3E&disable_directlink=true&sfx.directlink=off&sfx.report_link=0&rft_id=info:oai/&rft_pqid=2435337562&rft_id=info:pmid/&rft_galeid=A713964589&rft_ericid=EJ1266200&rfr_iscdi=true |