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A publicação pode ser exportada nos seguintes formatos: referência da APA (American Psychological Association), referência do IEEE (Institute of Electrical and Electronics Engineers), BibTeX e RIS.

Exportar Referência (APA) 
Costa, J. M., Moro, S., Miranda, G. & Arnold, T. (2020). Empowered learning through microworlds and teaching methods: a text mining and meta-analysis-based systematic review. Research in Learning Technology. 28
Exportar Referência (IEEE) 
J. M. Pardal et al.,  "Empowered learning through microworlds and teaching methods: a text mining and meta-analysis-based systematic review", in Research in Learning Technology, vol. 28, 2020
Exportar BibTeX 
@article{pardal2020_1734954243498,
	author = "Costa, J. M. and Moro, S. and Miranda, G. and Arnold, T.",
	title = "Empowered learning through microworlds and teaching methods: a text mining and meta-analysis-based systematic review",
	journal = "Research in Learning Technology",
	year = "2020",
	volume = "28",
	number = "",
	doi = "10.25304/rlt.v28.2396",
	url = "https://journal.alt.ac.uk/index.php/rlt"
}
Exportar RIS 
TY  - JOUR
TI  - Empowered learning through microworlds and teaching methods: a text mining and meta-analysis-based systematic review
T2  - Research in Learning Technology
VL  - 28
AU  - Costa, J. M.
AU  - Moro, S.
AU  - Miranda, G.
AU  - Arnold, T.
PY  - 2020
SN  - 2156-7069
DO  - 10.25304/rlt.v28.2396
UR  - https://journal.alt.ac.uk/index.php/rlt
AB  - Microworlds are simulations in computational environments where the student can manipulate objects and learn from those manipulations. Since their creation, they have been used in a wide range of academic areas to improve students learning from elementary school to college. However, their effectiveness is unclear since many studies do not measure the acquired knowledge after the use of microworlds but instead they focus on self-evaluation. Furthermore, it has not been clear whether its effect on learning is related to the teaching method. In this study, we perform a meta-analysis to ascertain the impact of microworlds combined with different teaching methods on students’ knowledge acquisition. We applied a selection criterion to a collection of 668 studies and were left with 10 microworld applications relevant to our learning context. These studies were then assessed through a meta-analysis using effect size with Cohen’s d and p-value. Our analysis shows that the cognitive methods combined with microworlds have a great impact on the knowledge acquisition (d = 1.03; p < 0.001) but failed to show a significant effect (d = 0.21) for expository methods.
ER  -