Buntins, Katja;
Bedenlier, Svenja;
Marin, Victoria;
Händel, Marion;
Bond, Melissa;
(2023)
Methodological Approaches to Evidence Synthesis in Educational Technology: A Tertiary Systematic Mapping Review.
MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung
, 54
pp. 167-191.
10.21240/mpaed/54/2023.12.20.X.
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Abstract
Evidence synthesis methods are becoming increasingly popular in the social sciences, particularly in the field of educational technology, where secondary research has grown exponentially in recent years. Although review studies provide insight into these methods, questions have been raised about their methodological rigor and transparency. This tertiary review analyzed transparency and reproducibility in the reporting of evidence synthesis methods in the field of educational technology across different types of reviews indexed in the Web of Science, ERIC, Scopus, Google Scholar, Dialnet, and FIS. Reviews were included if they were published in English, German, or Spanish; if they synthesized the use of educational technology within formal teaching and learning settings; and if they contained a methods section. A sample of 446 evidence syntheses were included for data extraction and synthesis in EPPI Reviewer, with systematic reviews, meta-analyses, and literature reviews selected for deeper analysis as the most widely used review types in the corpus. Indicators of replicability at critical stages of the review were identified and analyzed in the sample by review type (research question, search strategy, data extraction, and synthesis). The results show significant room for improvement of methodological transparency in data extraction and synthesis, with certain types of reviews showing lower scores than others on some indicators. The article concludes with recommendations for improving the methodological transparency and rigor of evidence synthesis in the field of educational technology.
| Type: | Article |
|---|---|
| Title: | Methodological Approaches to Evidence Synthesis in Educational Technology: A Tertiary Systematic Mapping Review |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.21240/mpaed/54/2023.12.20.X |
| Publisher version: | https://doi.org/10.21240/mpaed/54/2023.12.20.X |
| Language: | English |
| Additional information: | This work is licensed under a Creative Commons Attribution 4.0 International License. The images or other third-party material in this article are included in the Creative Commons license, unless indicated otherwise in the credit line; if the material is not included under the Creative Commons license, users will need to obtain permission from the license holder to reproduce the material. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/ |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Social Research Institute |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10185314 |
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