Research Article
Alejandro Valencia-Arias, Jesús Alberto Jimenez Garcia, Lelis Grabiel Palacios Silva, Sebastián Cardona-Acevedo, Sebastián Arias García, Jackeline Valencia, Luisa Yepes Ospina
CONT ED TECHNOLOGY, Volume 18, Issue 4, Article No: ep688
ABSTRACT
Gamification and serious games are two such strategies that have seen a surge in popularity as pedagogical approaches in higher education. These strategies incorporate game elements and playful environments, with the aim of enhancing student motivation, engagement, and participation in digital and diverse learning settings. In this context, the present research aims to estimate the overall relationship between gamification, serious games, and university learning outcomes through a correlational meta-analysis of the available empirical evidence. The study employs a quantitative approach and is structured in accordance with international reporting standards, with explicit criteria for data search, selection, extraction, and synthesis that ensure analytical consistency and methodological transparency. The findings indicate that the relationship between gamification, serious games, and university learning is not a homogeneous effect, but rather a complex phenomenon conditioned by the educational context, pedagogical design, and methodological decisions in primary studies. The analysis emphasizes the significance of estimating global associations, accompanied by stability and robustness assessments. It also demonstrates the limitations of broad classifications of results in explaining the observed variability.
Keywords: gamification, serious games, university learning, correlational meta-analysis, learning outcomes
Research Article
Thada Jantakoon, Thiti Jantakun, Kitsadaporn Jantakun, Weerapa Pongpanich, Rungfa Pasmala, Panita Wannapiroon, Prachyanun Nilsook
CONT ED TECHNOLOGY, Volume 17, Issue 4, Article No: ep596
ABSTRACT
The increasing integration of artificial intelligence (AI) in education has raised significant questions about its pedagogical value, especially in language learning. This meta-analysis examines the extent to which AI contributes to the development of English-speaking and listening skills. A systematic review of the literature was conducted by the preferred reporting items for systematic reviews and meta-analyses guidelines, utilizing peer-reviewed studies indexed in Scopus, ERIC, and EBSCOhost from 2017 to 2024. Nineteen studies met the inclusion criteria, all of which utilized experimental or quasi-experimental designs with measurable learning outcomes. The analysis reveals a substantial overall effect of AI-enhanced instruction (standardized mean difference [SMD] = 0.981, 95% confidence interval [0.571, 1.391], p < .001), with particularly notable improvements in speaking proficiency (SMD = 1.033). Although listening outcomes showed a positive trend (SMD = 0.714), the effect did not attain statistical significance. Considerable heterogeneity was noted across the studies, reflecting variations in learner populations, instructional contexts, and AI applications. Quality appraisal using the risk of bias in non-randomized studies of interventions framework indicated a predominantly low to moderate risk of bias. Publication bias analysis, including funnel plot symmetry and fail-safe N, further confirmed the reliability of the results. These findings highlight the advantages of AI in enhancing speaking skills within English instruction and underscore the need for further empirical studies to investigate its impact on listening comprehension. Collectively, the results provide timely, evidence-based guidance for educators and policymakers aiming to integrate AI effectively into language education. Highlight the advantages of AI in enhancing speaking skills within English instruction and underscore the need.
Keywords: artificial intelligence, English instruction, speaking skill, listening skill, meta-analysis
Review Article
Francisco D. Guillén-Gámez, Raquel Rodríguez-Fernández
CONT ED TECHNOLOGY, Volume 14, Issue 1, Article No: ep339
ABSTRACT
Studies analysing and comparing the attitudes of teachers towards Information and Communication Technologies (ICT) based on gender have provided mixed results. In this work, we carried out a meta-analysis on gender differences in attitudes towards ICT, from a global perspective and exploring four dimensions: affective-emotional attitude, beliefs, self-efficacy, and mixed with each other. Through the collection of 55 studies providing 73 effect sizes based on a total sample of 21,325 working teachers, a negative effect was found, almost null (d= -0.0297) and not statistically significant. These results indicate that female teachers have a more positive attitude towards the educational use of ICT than male teachers. Independently, the dimensions affective-emotional attitude (d= -0.342), beliefs (d= 0.114), and self-efficacy (d= 0.273) produced significant effect sizes, although with small effects. The analysis of moderating variables showed that different moderators intervene significantly in the variability of effect sizes: continental origin of the teachers (emotional and beliefs dimensions); teacher’s workplace (dimension self-efficacy); type of publication (emotional dimension) and validity of the instruments (emotional and beliefs dimension). With this meta-analysis, it is possible to take another step towards a better measurement and explanation of the attitudes that teachers have towards the use of new technologies in educational contexts.
Keywords: technology, education, teacher, teaching, gender, meta-analysis, research methods