Analysis Of Moderator Variables Research Articles

How does emotional content influence visual word recognition? A meta-analysis of valence effects

AbstractResearch on the interplay between language and emotion has shown evidence that the affective content of words influences their recognition. However, the direction of the effects is not clear, as there are mixed findings regarding the role of positive and, especially, negative valence. We conducted a Bayesian multi-level meta-analysis to examine the role of valence in visual word recognition, focusing on the lexical decision task. The results revealed a facilitative effect of positive valence on lexical decision times. That is, positive words led to faster responses than both negative and neutral words. In contrast, negative valence did not have any effect, although the analysis of several moderator variables suggested that there might be a facilitative effect in some cases, specifically, when negative words elicit very strong and intense emotions. These results shed light on the complexities of emotional word processing. They also point to the need for psycholinguistic models to take affective information into account, and thus provide a complete view of visual word recognition.

Impact of Blended Problem-Based Learning on Students' 21st Century Skills on Science Learning: A Meta-Analysis

Various similar primary studies report varying impacts of applying blended problem-based learning (Blended PBL) in improving students' 21st-century skills. This study aims to group similar studies on the effect of blended PBL on students' 21st-century skills in science learning through meta-analysis. In addition, studies were analyzed on variations in models, education levels, subjects, and 4C skills. There are 44 articles worth analyzing. The data was analyzed using Excel and JASP applications by presenting results in size effect values, forest plots, and published bias tests. The results of the analysis show that science learning with blended PBL improves 21st-century skills that are better at science learning than other learning (g=0.617, 95% Cl 0.296–0.937, p 0.001, I2 = 96.861%). Analysis of moderator variables showed that in the variation model, level of education, subjects, and 4C skills, there was a significant effect. These findings confirm that blended PBL is efficiently used to train students' 21st-century skills in science learning.

Meta-Analisis investigasi model kelas terbalik pada keterampilan berpikir tingkat tinggi (HOTS) siswa matematika: Analisis efek gabungan dan heterogenitas

This research aims to test the effectiveness of the flipped classroom model on students' higher order thinking abilities (HOTS) in mathematics subjects. The research method uses meta-analysis. The sample in this study was 18 primary studies that met the specified inclusion criteria. Data analysis was performed using comprehensive meta-analysis (CMA) software. The results of the analysis using the random-effects approach showed that the combined effect size was (g = 1.82; p < 0.01) (very large effect). This shows that the implementation of the flipped classroom model has a big influence on students' mathematics HOTS when compared to the traditional learning model. The results of the moderator variable analysis show that the effect of implementing the flipped class model on students' mathematics HOTS differs significantly based on the publication type variable (Qb = 7.94; p = 0.01). However, it was not significantly different based on the variables of education level (Qb = 7.45; p = 0.06), experimental group capacity (Qb = 0.29; p = 0.62), and year of publication (Qb = 0.21; p = 0.64). These findings can be the basis for choosing a mathematics learning model so that the quality of mathematics learning using the flipped classroom model can be improved.

A systematic review and meta-analysis combining adolescent and adult data to evaluate weight loss and the effect of age following the laparoscopic sleeve gastrectomy.

Obesity is a grave concern within the United States, resulting in lost productivity, increased medical costs, and comorbidities with lifelong repercussions. The laparoscopic sleeve gastrectomy is a treatment option for obesity. The following meta-analysis sought to combine adolescent and adult literature to determine the overall effect of the sleeve gastrectomy on weight loss, to evaluate the effect of age at the time of surgery on weight loss, and to describe and explore variation in weight loss by sample characteristics. Overall weight loss was assessed at proximal and distal points, a dichotomous moderator variable analysis was conducted with subjects ≤21 years of age and >21 years of age, and a meta-regression assessing % male, % female, and baseline BMI was conducted to assess moderator variables. The laparoscopic sleeve gastrectomy was effective at facilitating weight loss with effect sizes varying from 0.916 to2.816. Age, biological sex, and baseline BMI were not found to have an impact on weight loss. The clinical consequences of prolonged obesity are evident and earlier intervention may be justified to counter the long-term effects caused by obesity related comorbidities. Standardized reporting of comorbidities and the effect of bariatric surgery on comorbid conditions is essential to allow further analysis.

A Meta-Analysis: The Effect of the Means-Ends Analysis Model on Student Learning Outcomes

ABSTRACTThis study aims to determine the effect of the model Means-Ends Analysis on student learning outcomes (SD, SMP, SMA) and subjects (Mathematics, Social Sciences, Science). The data from this research is collected through indexing databases such as Google Scholar,Sintaand the Garuda Portal. From search results with keywords means-ends analysisand learning outcomes from 2013 to 2020 found 45 articles that met the research requirements. The results of the search for 45 data will be filtered to look for the values of N, Fcount, tcount, and rcount. The research method uses Meta-Analysis with a learning model menas-ends analysis on student learning outcomes. The results showed thatobtained summary effect value of 0.66 or 66%, including the strong category in influencing the improvement of student learning outcomes. The results of the moderator variable data analysis show that at the SD level it has an influence of 81% which indicates that the influence is very strong. Meanwhile, at the junior and senior high school levels, they have the same strong influence, namely, 64% and 66%. This shows that the Means-Ends Analysis method is suitable for all levels. Then for the results of the classification data analysis subjects obtained the strongest influence, namely social studies subjects with an effect of 75%. Meanwhile, mathematics has a strong effect of 68% and science has a moderate effect of 53%.

Kajian Meta-Analisis: Efektivitas Penggunaan Bahan Ajar terhadap Keterampilan Berpikir Kritis Berdasarkan Jenjang Pendidikan

Meta-analysis is a statistical method for combining quantitative results from several studies to produce an overall summary or empirical knowledge on a particular topic. This research aims to analyze the effectiveness of the use of teaching materials on students' critical thinking skills based on educational level. Research results that can be used in meta-analysis have certain characteristics/criteria. The analysis used is quantitative descriptive statistical analysis with the help of the OpenMEE application. Data analysis by calculating the Effect Size (ES) value from the mean value, Standard Deviation (SD), and number of samples (N) from each article analyzed. The overall average effect size is 3.801 in the high category (ES ≥ 0.8), and the P-Value value is <0.001, which means that the use of teaching materials provides significant effectiveness in critical thinking skills because the P-Value value is higher. smaller than 0.05. Meanwhile, the results of the heterogeneity test show that the Tauˆ2 value is 4.091, and the Het P-Value value is <0.001, which means it is significant. So it can be said that the Q statistic from the 17 studies has a variety of variances with diversity that is classified as very high with an Iˆ2 value reaching 97.1%, so there is potential for moderator variable analysis to be carried out. Furthermore, the effect size value based on level of education obtained an average effect size at the high school education level of 9.196, higher than other levels of education, which means that the use of teaching materials is more effective when used at the high school level compared to elementary, middle school and other educational levels. University, with P-Value < 0.001, which means that the use of teaching materials in high school provides significant effectiveness.

Compression Sportswear Improves Speed, Endurance, and Functional Motor Performances: A Meta-Analysis

Compression sportswear is widely used for enhancing exercise performances, facilitating recovery, and preventing injuries. Despite prior findings that confirmed positive effects on physical recovery after exercises, whether compression sportswear can enhance exercise performances has not been determined. Thus, this systematic meta-analysis examined the effects of compression sportswear on exercise performances including speed, endurance, strength and power, functional motor performance, and sport-related performance. We calculated effect sizes by comparing changes in exercise performances between the compression garment and the control group. Two additional moderator variable analyses determined whether altered exercise performances were different based on the types of participants and compression sportswear. For the total 769 participants from 42 included studies, the random-effect model found that compression sportswear significantly improved speed, endurance, and functional motor performances. Additional moderator variable analyses identified significant positive effects on speed for athletes, and endurance and functional motor performance for moderately trained adults. Further, whole-body compression garments were beneficial for improving speed, and lower-body compression garments effectively advanced endurance performances. For functional motor performances, both upper- and lower-body suits were effective. These findings suggest that wearing compression sportswear may be a viable strategy to enhance overall exercise performances.

Exploring the effects of digital technology on deep learning: a meta-analysis

AbstractThe impact of digital technology on learning outcomes, specifically deep learning, has been a subject of considerable debate and scrutiny in educational settings. This study aims to provide clarity by conducting a meta-analysis of empirical publications that examine students' deep learning outcomes in relation to digital technology. A comprehensive search of databases and a thorough literature review yielded 60 high-quality, peer-reviewed journal articles that met the inclusion criteria. Using Review Manager 5.4.1 software, a meta-analysis was conducted to assess the overall effectiveness of digital technology. The calculated effect size indicates a positive influence of digital technology on students' deep learning outcomes. Furthermore, a moderator variable analysis revealed several significant findings: 1. Different categories of digital technology tools have a favorable impact on deep learning outcomes; 2. The duration of digital technology treatment does not significantly affect deep learning outcomes; 3. Digital technology demonstrates a highly positive influence on deep learning within the humanities and social sciences disciplines; 4. Combining online and offline utilization of digital technology in education leads to a substantially greater enhancement in deep learning compared to relying solely on online methods; 5. The effectiveness of digital technology on deep learning is enhanced when accompanied by appropriate instructional guidance; 6. Utilizing digital technology in a systematic manner produces different outcomes compared to fragmented approaches, highlighting the importance of a cohesive implementation; 7. Integrating digital technology with collaborative learning has a more pronounced effect on deep learning compared to independent learning. These findings contribute to our understanding of the impact of digital technology on deep learning outcomes and underscore the importance of thoughtful integration and instructional support in educational contexts.

Effects of physical exercise interventions on cognitive function in Parkinson's disease: An updated systematic review and meta-analysis of randomized controlled trials

ObjectiveTo determine whether physical exercise interventions can improve cognitive function, including overall performance and specific domains, in patients with Parkinson's disease (PD) and to provide potential evidence on how cognitive benefits can be optimized by exercise prescriptions. MethodsUsing PubMed, Web of Science, and Cochrane Library (from inception to August 2022), four independent reviewers screened the search results and extracted data from randomized controlled trials of physical exercise interventions in patients with PD with an outcome measure of cognitive function. Random-effects meta-analysis models were used to report standardized mean differences (SMDs) with 95 % confidence intervals (CIs). ResultsTwenty-one randomized controlled trials including 761 patients with PD were eligible for inclusion. Physical exercise interventions led to significant improvements in global cognitive function (SMD = 0.69; 95 % CI = 0.31 to 1.06; P < 0.001). With respect to cognitive domains, the significant effect of exercise was found on executive function (SMD = 0.94; 95 % CI = 0.05 to 1.83; P = 0.039), but not on attention/working memory, language, memory, and visuospatial function. In moderator variable analyses, the effect on global cognition was observed in combined exercise programs (SMD = 0.79; 95 % CI = 0.46 to 1.12; P < 0.001), whereas there were no significant positive effects in aerobic exercise programs, strength exercise programs, and flexibility exercise programs. In addition, exercise interventions of light-to-moderate intensity with at least 60 min in duration, and of any frequency or period, were beneficial to the global cognitive function. ConclusionThis updated systematic review and meta-analysis suggests that physical exercise interventions are effective in improving global cognitive function and, to a lesser extent, executive function in patients with PD. At least 60 min a day of combined exercise programs on as many days of the week as feasible may be recommended as the non-pharmacological therapeutic option to improve cognitive function.

Feedback processing in cognitive and motor tasks: A meta-analysis on the feedback-related negativity.

For motor learning, the processing of behavioral outcomes is of high significance. The feedback-related negativity (FRN) is an event-related potential, which is often described as a correlate of the reward prediction error in reinforcement learning. The number of studies examining the FRN in motor tasks is increasing. This meta-analysis summarizes the component in the motor domain and compares it to the cognitive domain. Therefore, a data set of a previous meta-analysis in the cognitive domain that comprised 47 studies was reanalyzed and compared to additional 25 studies of the motor domain. Further, a moderator analysis for the studies in the motor domain was conducted. The FRN amplitude was higher in the motor domain than in the cognitive domain. This might be related to a higher task complexity and a higher feedback ambiguity of motor tasks. The FRN latency was shorter in the motor domain than in the cognitive domain. Given that sensory information can be used as an external feedback predictor prior to the presentation of the final feedback, reward processing in the motor domain may have been faster and reduced the FRN latency. The moderator variable analysis revealed that the feedback modality influenced the FRN latency, with shorter FRN latencies after bimodal than after visual feedback. Processing of outcome feedback seems to share basic principles in both domains; however, differences exist and should be considered in FRN studies. Future research is motivated to scrutinize the effects of bimodal feedback and other moderators within the motor domain.

Mobile-Assisted Language Learning Intervention and Its Effect on English Language Proficiency of EFL Learners: A Meta-Analysis

Some researchers have investigated the impact of mobile language learning on English proficiency for EFL learners. Mobile language learning has a positive effect on English skills in EFL students. However, the effectiveness of language learning with mobile assistance to enhance the success of EFL students remains to be discussed. Furthermore, it is not known if the effects of mobile-assisted language learning vary based on context. The purpose of this study was to conduct a meta-analysis of the findings of experimental studies assessing the impact of mobile-assisted language learning on the English language proficiency of EFL learners between 2015 and 2021. Experimental studies on mobile-assisted language learning and EFL learner English proficiency were analyzed using meta-analysis. The study found that the model of the random effects was utilized, and the effect size was determined to be substantial (d = 0.91). The meta-analysis calculated 25 effect sizes of type- d for the 25 studies. The analysis of moderator variables examined five different characteristics whose effects differed significantly only concerning majors, language learning objectives, and instrument type.

The Effectiveness of RME Approach to Elementary School Students' Mathematical Abilities: A Meta-Analysis Study

Various studies examining the effectiveness of the RME approach to the mathematics abilities of elementary school students have yielded inconsistent results. Therefore, this study aims to analyze the effectiveness of the RME approach to the mathematics abilities of elementary school students by using a type of meta-analysis research approach. This meta-analytic study analyzed 10 primary studies published in the last ten years. Data collection uses Google Scholar, ERIC, DOAJ, Springer, AIP Proceedings, IOP Sciences, and Elsevier databases. The results of the analysis show that the application of the RME approach has an effect on the mathematics abilities of elementary school students when compared to traditional learning (g = 0.63; p &lt;0.01). The results of the moderator variable analysis showed that the effect of applying the RME approach to the mathematics abilities of elementary school students differed significantly based on class level (Qb = 6.01; p = 0.01) and sample size (Qb = 7.63; p = 0.01). However, there was no significant difference by year of study group (Qb = 3.16; p = 0.08) and type of publication (Qb = 2.58; p = 0.11). These findings are expected to be the basis for selecting strategies for learning mathematics in elementary schools so that the quality of learning can be improved.

Time of the day of exercise impact on cardiovascular disease risk factors in adults: a systematic review and meta-analysis.

To compare the effect of a single bout of morning vs. evening exercise on cardiovascular risk factors in adults. Systematic review and meta-analysis. A systematic search of studies was conducted using PubMed and Web of Science from inception to June 2022. Selected studies accomplished the following criteria: crossover design, acute effect of exercise, blood pressure, blood glucose, and/or blood lipids as the study's endpoint, a washout period of at least 24 h, and adults. Meta-analysis was performed by analyzing: 1) separated effect of morning and evening exercise (pre vs. post); and 2) comparison between morning and evening exercise. A total of 11 studies were included for systolic and diastolic blood pressure and 10 studies for blood glucose. Meta-analysis revealed no significant difference between morning vs. evening exercise for systolic blood pressure (g ∆ = 0.02), diastolic blood pressure (g ∆ = 0.01), or blood glucose (g ∆ = 0.15). Analysis of moderator variables (age, BMI, sex, health status, intensity and duration of exercise, and hour within the morning or evening) showed no significant morning vs. evening effect. Overall, we found no influence of the time of the day on the acute effect of exercise on blood pressure neither on blood glucose.

The Relationship between Mathematics Anxiety and Mathematics Achievement: Meta Analysis Study

The overarching goal of this research is to synthesize previous studies on the relationship between mathematics anxiety in primary school and academic success in mathematics course. The studies that were included in the synthesis were evaluated based on a variety of criteria. As a direct consequence of the searching, a total of 21 studies were incorporated into the investigation. Calculating what is known as "inter-coder reliability" was one of the methods used in the study to guarantee the accuracy of the coding protocol. After performing the necessary calculations, it was determined that a reliability of 0.74 was adequate. The reliability of the research, the potential for bias in publication, and the methods used to evaluate the quality of primary studies. There was no evidence of bias. The findings of the meta-analysis indicate that there is an inverse correlation between math anxiety and math achievement, which corresponds to a moderate effect size. The size of this effect was determined by the number of studies included in the analysis. According to the random effects model, the effect size that was determined to have been produced by 21 separate studies was found to be -.42. The measurement tool that was used for the region, the type of study, the education level, and the achievement score were all taken into account during the analyses of moderator variables. It was determined that the moderators, with the exception of the regional moderator, did not produce a statistically significant change in the magnitude of the effect.

The Effect of Creative Drama on Attitudes towards Turkish Lessons and Turkish Language Skills: A Meta-Analysis Study

The purpose of the current study is to determine the effect of creative drama on the attitudes of students from different levels of education in Turkey towards Turkish lessons and Turkish language skills. To this end, a meta-analysis of the studies examining the effect of creative drama on the attitudes towards Turkish lessons and Turkish language skills was conducted. Within the context of the study, it was also tried to determine whether the effect values vary depending on the type of publication, the education level of the participants, and the domain of attitude moderator variables. A total of 17 studies were included in the meta-analysis study. The sample size of the studies included in the meta-analysis was 733 people, including 424 participants in the experimental group and 309 participants in the control group. The studies included in the meta-analysis are heterogeneous. In addition to the publication bias result of the funnel plot, Orwin’s Safe N analysis, Duval and Tweedie’s Trim and Fill and Egger’s regression analysis revealed no publication bias. Effect values were calculated according to the random effects model. Cohen’s d coefficient was used in the effect value calculations. The Q test and p significance coefficient were used to determine the moderator variable effect. In the study, it was determined that creative drama has a positive and high level effect on the attitudes towards Turkish lessons and Turkish language skills. When the results of the moderator variable analysis were examined, it was seen that the variance between studies for the moderator variable of publication type was not significant in terms of the attitudes towards Turkish lessons and Turkish language skills while it was significant in favor of high school level for the moderator variable of education level and in favor of speaking skill for the moderator variable of domain of attitude.

Forming meaningful connections between strangers in virtual reality: Comparing affiliative outcomes by interaction modality.

At present the extent to which close, meaningful connections can be formed in virtual reality (VR) between strangers is unknown, as is how the development of such connections compares to those formed in other established communication modalities. The present preregistered experiment examined the induction of closeness in VR using a validated social interaction task and how it compares with such induction in other interaction modalities with respect to affiliative outcomes (e.g., closeness toward and perceived responsiveness of interaction partner). Based on previous theory and research, we hypothesized that affiliative outcomes would be higher in interaction modalities featuring more versus less sensory input but would not differ significantly between the most sensory-rich modalities (video and VR). Two hundred seventy-two previously unacquainted undergraduate students were randomly assigned to interact with a partner (forming 136 dyads) using the “fast friends” procedure () via either text, audio chat, video chat, or VR. Results were consistent with hypotheses, suggesting that closeness and related outcomes can be generated and experienced in VR akin to levels experienced via other sensory-rich computer-mediated modalities. Exploratory analyses of possible individual difference moderator variables (Big Five personality dimensions and attachment orientations) yielded largely nonsignificant findings, suggesting the robustness of the obtained findings across individual differences.

Supplemental Material for Forming meaningful connections between strangers in virtual reality: Comparing affiliative outcomes by interaction modality.

At present the extent to which close, meaningful connections can be formed in virtual reality (VR) between strangers is unknown, as is how the development of such connections compares to those formed in other established communication modalities. The present preregistered experiment examined the induction of closeness in VR using a validated social interaction task and how it compares with such induction in other interaction modalities with respect to affiliative outcomes (e.g., closeness toward and perceived responsiveness of interaction partner). Based on previous theory and research, we hypothesized that affiliative outcomes would be higher in interaction modalities featuring more versus less sensory input but would not differ significantly between the most sensory-rich modalities (video and VR). Two hundred seventy-two previously unacquainted undergraduate students were randomly assigned to interact with a partner (forming 136 dyads) using the “fast friends” procedure () via either text, audio chat, video chat, or VR. Results were consistent with hypotheses, suggesting that closeness and related outcomes can be generated and experienced in VR akin to levels experienced via other sensory-rich computer-mediated modalities. Exploratory analyses of possible individual difference moderator variables (Big Five personality dimensions and attachment orientations) yielded largely nonsignificant findings, suggesting the robustness of the obtained findings across individual differences.

Meta analysis study: Effectiveness of problem based learning on Indonesian students’ mathematical reasoning ability

Problem-Based Learning has been studied over three decades in various subjects and schools, This meta-analysis study aimed to synthesize the most recent findings of the effect of Problem-Based Learning (PBL), specifically on students’ mathematical reasoning ability. The data were obtained from relevant primary studies published in national and international journals or proceedings during 2014-2021. Ten effect sizes from eight studies that fulfilled the inclusion criteria were analyzed using a systematic review and meta-analysis. JASP 0.15.0.0 software was used to measure the formula of Hedges g to determine the effect size. The result showed that PBL has a strong effect on students’ mathematical reasoning ability (g­­RE = 2.062, 95% CI [1.436, 2.689], p 0.001) when compared to traditional learning. The results of the analysis of moderator variables revealed that publication year (Qb = 5.460, p 0.05) and sampling technique (Qb = 9.032, p 0.05) had significant effect on the effectiveness of PBL on students’ mathematical reasoning ability, while educational levels (Qb = 1.649, p 0.05), sample size (Qb = 2.081, p 0.05) and publication sources (Qb = 0.573, p 0.05) did not show any significant effect. The result of this study provides important information for further meta-analysis study and the implementation of PBL in mathematics learning.

Are there any changes in mothers' attitudes? Analysis of the impact of the COVID-19 quarantine on child-rearing attitudes

The present study aims to examine the impact of the time spent by mothers at home with their children during the quarantine period that was implemented due to the COVID-19 pandemic on the mothers’ child-rearing attitudes, taking into consideration some variables and the experiences of mothers. The study was designed using embedded mixed design, in which qualitative and quantitative research methods were used together. The quantitative research group consisted of 673 mothers and the qualitative research group consisted of 16 mothers. The research data was gathered online using the Lime Survey platform, and the interviews with the mothers were also held online. Demographic information form, the Child Rearing Attitude Scale, and a semi-structured interview form were used as data collection tools. Moderator variable analysis was used for the quantitative research data and descriptive analysis was used for the qualitative research data in support of the quantitative data. The findings revealed that the mothers’ child-rearing attitudes changed depending on the variables concerning the children; however, the quarantine period instituted due to COVID-19 had an impact on the mothers’ child-rearing attitudes depending on the variables of age and number of children. The qualitative findings obtained from the interviews supported the quantitative findings. However, it was revealed that the mothers’ attitudes towards their children underwent changes during the quarantine period under COVID-19.

Bimanual motor impairments in older adults: an updated systematic review and meta-analysis.

This updated systematic review and meta-analysis further examined potential effects of aging on bimanual movements. Forty-seven qualified studies that compared bimanual motor performances between elderly and younger adults were included in this meta-analysis. Moderator variable analyses additionally determined whether altered bimanual motor performances in older adults were different based on the task types (i.e., symmetry vs. asymmetry vs. complex) or outcome measures (i.e., accuracy vs. variability vs. movement time). The random effects model meta-analysis on 80 comparisons from 47 included studies revealed significant negative overall effects indicating more bimanual movement impairments in the elderly adults than younger adults. Moderator variable analyses found that older adults showed more deficits in asymmetrical bimanual movement tasks than symmetrical and complex tasks, and the bimanual movement impairments in the elderly adults included less accurate, more variable, and greater movement execution time than younger adults. These findings suggest that rehabilitation programs for improving motor actions in older adults are necessary to focus on functional recovery of interlimb motor control including advanced motor performances as well coordination.