Meta-Analyses

Wang, X., Huang, R. "Tammy," Sommer, M., Pei, B., Shidfar, P., Rehman, M. S., Ritzhaupt, A. D., & Martin, F. (2024). The efficacy of artificial intelligence-enabled adaptive learning systems from 2010 to 2022 on learner outcomes: A meta-analysis. Journal of Educational Computing Research, 62(6), 1568–1603.
Cheng, L., Wang, X., & Ritzhaupt, A. D. (2023). The effects of computational thinking integration in STEM on students' learning performance in K-12 education: A meta-analysis. Journal of Educational Computing Research, 61(2), 416–443.
Martin, F., Sun, T., Westine, C. D., & Ritzhaupt, A. D. (2022). Examining research on the impact of distance and online learning: A second-order meta-analysis study. Educational Research Review, 36, 100438. https://doi.org/10.1016/j.edurev.2022.100438
Cheng, L., Pastore, R., & Ritzhaupt, A. D. (2022). Examining the accelerated playback hypothesis of time-compression in multimedia learning environments: A meta-analysis study. Journal of Educational Computing Research, 60(3), 579–598.
Ritzhaupt, A. D., Huang, R., Sommer, M., Zhu, J., Stephen, A., Valle, N., Hampton, J., & Li, J. (2021). A meta-analysis on the influence of gamification in formal educational settings on affective and behavioral outcomes. Educational Technology Research and Development, 69(5), 2493–2522.
Martin, F., Sun, T., Turk, M., & Ritzhaupt, A. D. (2021). A meta-analysis on the effects of synchronous online learning on cognitive and affective educational outcomes. The International Review of Research in Open and Distributed Learning, 22(3), 205–242. https://doi.org/10.19173/irrodl.v22i3.5263
Wilson, M. L., Ritzhaupt, A. D., & Cheng, L. (2020). The impact of teacher education courses for technology integration on pre-service teacher knowledge: A meta-analysis study. Computers & Education, 156, 1–16. https://doi.org/10.1016/j.compedu.2020.103941
Huang, R., Ritzhaupt, A. D., Sommer, M., Zhu, J., Stephen, A., Valle, N., Hampton, J., & Li, J. (2020). The impact of gamification in educational settings on student learning outcomes: a meta-analysis. Educational Technology Research and Development, 68(4), 1875–1901.
Cheng, L., Ritzhaupt, A. D., & Antonenko, P. (2019). Effects of the flipped classroom instructional strategy on students' learning outcomes: a meta-analysis. Educational Technology Research and Development, 67(4), 793–824. https://doi.org/10.1007/s11423-018-9633-7
Xu, Z., Ritzhaupt, A. D., Tian, F., & Umapathy, K. (2019). Block-based versus text-based programming environments on novice student learning outcomes: A meta-analysis study. Computer Science Education, 29(2–3), 177–204. https://doi.org/10.1080/08993408.2019.1565233
Umapathy, K., & Ritzhaupt, A. D. (2017). A meta-analysis of pair-programming in computer programming courses: Implications for educational practice. ACM Transactions Computing Education, 17(4), 1–13. https://doi.org/10.1145/2996201