期刊名称：Australasian Journal of Educational Technology
印刷版ISSN：1449-3098
电子版ISSN：1449-5554
出版年度：2021
卷号：37
期号：4
页码：100-115
DOI：10.14742/ajet.6322
语种：English
出版社：Australasian Society for Computers in Learning in Tertiary Education
摘要：As the empirical literature in educational technology continues to grow, meta-analyses are increasingly being used to synthesise research to inform practice. However, not all metaanalyses are equal. To examine their evolution over the past 30 years, this study systematically analysed the quality of 52 meta-analyses (1988–2017) on educational technology. Methodological and reporting quality is defined here as the completeness of the descriptive and methodological reporting features of meta-analyses. The study employed the Meta-Analysis Methodological Reporting Quality Guide (MMRQG), an instrument designed to assess 22 areas of reporting quality in meta-analyses. Overall, MMRQG scores were negatively related to average effect size (i.e., the higher the quality, the lower the effect size). Owing to the presence of poor-quality syntheses,the contribution of educationaltechnologies to learning has been overestimated, potentially misleading researchers and practitioners. Nine MMRQG items discriminated between higher and lower average effect sizes. A publication date analysis revealed that older reviews (1988–2009) scored significantly lower on the MMRQG than more recent reviews (2010–2017). Although the increase in quality bodes well for the educationaltechnology literature, many recent meta-analysesstill show only moderate levels of quality. Identifying and using only best evidence-based research is thus imperative to avoid bias.
