Division C - Learning and Instruction / Division C - Section 3b: Technology-Based Environments

Teresa M. Ober, Educational Testing Service

Do Intelligent Tutoring Systems Benefit K–12 Students in the United States? A Meta-Analysis - Huibin Zhang, University of Tennessee; Walter L. Leite, University of Florida; Shibani G. Rana, University of Florida; Yide Hao, University of Florida; Amber Danielle Hatch, University of Florida; Lingchen Kong, University of Florida; Huan Kuang, Florida State University

Effectiveness of Technology Integration on Secondary Mathematics Students’ Achievements in Formal Classroom Settings: A Meta-Analysis - Yimei Zhang, McGill University; Brandon Beneche, McGill University; Hongwei Xie, McGill University; Jie Gao, McGill University; Xiaoshan Huang, McGill University; Yiran Lin, McGill University; Mengqian Wu, McGill University; Sasha Li, McGill University; Nikki G. Lobczowski, McGill University

Effect of Blended Learning on Student Motivation in K–12: A Three-Level Meta-Analysis - Shuqin Li, Hunan Normal University; Xv Liu, Hunan Normal University; Wenke Fu, Hunan Normal University; Li LI, Hunan Normal University

Effects of Blended Learning on Student Engagement: A Meta-Analysis - Haixia He, Washington State University; Gan Jin, Washington State University

Mercy or Nobility: A Systematic Review of Competency-Based Microcredentials - Rob Moore, University of Florida; Sophia Soomin Lee, University of Florida; Amanda Wilson, University of Florida; Amanda Taylor Pate, University of Florida