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A Review of Intervention Studies On Technology-assisted Instruction From 2005-2010

Introduction In the past two decades, advancements in information and communication technology have made considerable impacts on educational practices. In particular, the use of technology in assisting teaching and learning has become a new educational paradigm, and teachers are largely advised to adopt technology more to enrich their instructional practices (Lawless & Pellegrino, 2007). Many educators and researchers have advocated that pedagogical considerations are crucial in the use of technology in education (e.g., Leijen et al., 2008). From their perspectives, instructional designs within technology-assisted instruction should be highlighted. In the past, a large body of research addressing the use of technology in instructional practices has been undertaken. These studies focused on various issues and were conducted using different research methods. In particular, some of them were conducted with specific instructional interventions. An intervention study means that certain technology-assisted instructional activities are conducted and empirical data from participants are collected for analysis and evaluation. Reviewing intervention studies published in the literature can help us to understand the actual influences of using technology in instructional practices. In recent years, some reviews and meta-analyses focused on issues regarding technology-assisted instruction have been conducted (e.g., Bernard et al., 2004; Bernard et al., 2009; Dillon & Gabbard, 1998; Fabos & Young, 1999; Lawless & Pellegrino, 2007; Lee et al., 2011; Straub, 2009; Tamim et al., 2011; van Rooij, 2009). These review studies had various foci, including comparisons of the instructional effects between technology-assisted instruction and traditional instruction (e.g., Bernard et al., 2004; Tamim et al., 2011), meta-analysis of the interactive design of technology-assisted instruction (Bernard et al., 2009), and reviews of the use of specific technologies in instruction (Dillon & Gabbard, 1998; Fabos & Young, 1999; van Rooij, 2009), as well as reviews of teachers' professional developments in technology-assisted instruction (Lawless & Pellegrino, 2007; van Rooij, 2009). However, it should be noted that most of these meta-analyses merely addressed the effects of certain specific forms of technology-assisted instruction, such as hypermedia (Dillon & Gabbard, 1998), telecommunication (Fabos & Young, 1999), and open-source software (van Rooij, 2009). None of them were conducted to provide an overall understanding of intervention studies on technology-assisted instruction. As an intervention study on technology-assisted instruction is conducted in a real learning environment (physical or online) with certain research treatments, this kind of study can provide educators and instructors with more authentic and meaningful information regarding the effectiveness of the specific technology-assisted instruction. An overall review of intervention studies on technology-assisted instructions would be helpful in providing important insights into the future research tendencies. To this end, this study was conducted to review intervention studies on technology-assisted instruction published in the literature from 2005 to 2010. Besides, most of the existing reviews or meta-analyses in technology-assisted instruction merely analyzed its effects on learners' achievements (e.g., Bernard et al., 2004; Bernard et al., 2009; Tamim et al., 2011). Recently, more and more relevant studies have focused on the effects of technology-assisted instruction on learners' affective learning outcomes, such as attitudes, motivation, and learning processes (e.g., Hewitt, 2003, 2005; Hou & Wu, 2011; Lee & Tsai, 2011; Wever et al., 2006). However, a comprehensive analysis of all kinds of research foci (i.e., including learning achievements, affective learning outcomes and process) based on intervention studies of technology-assisted instruction is still not available. …