<rdf:RDF xmlns:rdf="http://www.openarchives.org/OAI/2.0/rdf/" xmlns:ow="http://www.ontoweb.org/ontology/1#" xmlns:dc="http://purl.org/dc/elements/1.1/" xmlns:ds="http://dspace.org/ds/elements/1.1/" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance" xmlns:doc="http://www.lyncode.com/xoai" xsi:schemaLocation="http://www.openarchives.org/OAI/2.0/rdf/ http://www.openarchives.org/OAI/2.0/rdf.xsd">
   <ow:Publication rdf:about="oai:digibug.ugr.es:10481/82931">
      <dc:title>Effectiveness of real-time classroom interactive competition on academic performance: a systematic review and meta-analysis</dc:title>
      <dc:creator>Jurado Castro, José Manuel</dc:creator>
      <dc:creator>Vargas Molina, Salvador</dc:creator>
      <dc:creator>Gómez Urquiza, Jose Luis</dc:creator>
      <dc:creator>Benítez Porres, Javier</dc:creator>
      <dc:subject>Mobile learning</dc:subject>
      <dc:subject>Gamification</dc:subject>
      <dc:subject>Kahoot</dc:subject>
      <dc:subject>Smartphone</dc:subject>
      <dc:subject>Students</dc:subject>
      <dc:subject>Classroom</dc:subject>
      <dc:description>In recent years, different tools have been introduced into the educational landscape to&#xd;
promote active participation and interaction between students and teachers through&#xd;
personal response systems. The evolution of this methodology has allowed students&#xd;
to participate in real-time by answering questions posed. Previous reviews on the&#xd;
effectiveness of real-time classroom interactive competition (RCIC) on academic&#xd;
performance have been performed; however, this research was based only on Kahoot,&#xd;
without considering other RCIC tools or programs. In addition, the RCIC effectiveness&#xd;
at different educational levels and its effect according to the duration of the intervention&#xd;
has not been meta-analytically analyzed until to date. The aim of this meta-analysis was&#xd;
to analyze the RCIC effectiveness in improving academic performance. A search focused&#xd;
on studies from the educational field published from 2010 until September 2022 was&#xd;
performed. Experimental studies with objective and valid data (scores based on tests&#xd;
or exams) were included. From a total of 397 studies considered potentially eligible,&#xd;
23 studies met the inclusion criteria. The sample was nD1,877 for the experimental&#xd;
group and nD1,765 for the control group with an academic improvement in favor to&#xd;
experimental group (MD 7.34; CI [5.31 9.43]; p&lt;0:001). There was also significant&#xd;
improvement in academic performance when analyzing different educational levels&#xd;
and different tools. In addition, both short-term interventions (two weeks or less in&#xd;
duration) and long-term (from two weeks to one year in duration) were effective.&#xd;
Therefore, RCIC interventions seem to be an effective strategy to improve academic&#xd;
performance.</dc:description>
      <dc:date>2023-06-28T11:34:09Z</dc:date>
      <dc:date>2023-06-28T11:34:09Z</dc:date>
      <dc:date>2023-04-12</dc:date>
      <dc:type>journal article</dc:type>
      <dc:identifier>Jurado-Castro JM, Vargas-Molina S, Gómez-Urquiza JL, Benítez-Porres J. 2023. Effectiveness of real-time classroom interactive competition on academic performance: a systematic review and meta-analysis. PeerJ Computer Science 9:e1310 [https://doi.org/10.7717/peerj-cs.1310]</dc:identifier>
      <dc:identifier>https://hdl.handle.net/10481/82931</dc:identifier>
      <dc:identifier>10.7717/peerj-cs.1310</dc:identifier>
      <dc:language>eng</dc:language>
      <dc:rights>http://creativecommons.org/licenses/by/4.0/</dc:rights>
      <dc:rights>open access</dc:rights>
      <dc:rights>Atribución 4.0 Internacional</dc:rights>
      <dc:publisher>PeerJ team</dc:publisher>
   </ow:Publication>
</rdf:RDF>