Journal article
Gender Imbalance in Instructional Dynamic Versus Static Visualizations: a Meta-analysis
Educational psychology review, Vol.31(2), pp.361-387
06/15/2019
Handle:
https://hdl.handle.net/2376/122036
Abstract
Studies comparing the instructional effectiveness of dynamic versus static visualizations have produced mixed results. In this work, we investigated whether gender imbalance in the participant samples of these studies may have contributed to the mixed results. We conducted a meta-analysis of randomized experiments in which groups of students learning through dynamic visualizations were compared to groups receiving static visualizations. Our sample focused on tasks that could be categorized as either biologically secondary tasks (science, technology, engineering, and mathematics: STEM) or biologically primary tasks (manipulative–procedural). The meta-analysis of 46 studies (82 effect sizes and 5474 participants) revealed an overall small-sized effect (g+ = 0.23) showing that dynamic visualizations were more effective than static visualizations. Regarding potential moderators, we observed that gender was influential: the dynamic visualizations were more effective on samples with less females and more males (g+ = 0.36). We also observed that educational level, learning domain, media compared, and reporting reliability measures moderated the results. We concluded that because many visualization studies have used samples with a gender imbalance, this may be a significant factor in explaining why instructional dynamic and static visualizations seem to vary in their effectiveness. Our findings also support considering the gender variable in research about cognitive load theory and instructional visualizations.
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Details
- Title
- Gender Imbalance in Instructional Dynamic Versus Static Visualizations: a Meta-analysis
- Creators
- Juan Castro-Alonso - 0000 0004 0385 4466 grid.443909.3 Center for Advanced Research in Education Universidad de Chile Santiago ChileMona Wong - 0000000121742757 grid.194645.b Faculty of Education The University of Hong Kong Hong Kong Hong KongOlusola Adesope - 0000 0001 2157 6568 grid.30064.31 College of Education Washington State University Pullman WA USAPaul Ayres - 0000 0004 4902 0432 grid.1005.4 School of Education University of New South Wales Sydney AustraliaFred Paas - 0000 0004 0486 528X grid.1007.6 Early Start/School of Education University of Wollongong Wollongong Australia
- Contributors
- Paul Ginns (Editor)Jimmie Leppink (Editor)
- Publication Details
- Educational psychology review, Vol.31(2), pp.361-387
- Academic Unit
- Education, College of
- Publisher
- Springer US
- Grant note
- FB0003 / PIA-CONICYT
- Identifiers
- 99900601155401842
- Language
- English
- Resource Type
- Journal article