- 二、数据分析实例
1. 系统综述(systematic review)
- Popat, S. , & Starkey, L. . (2019). Learning to code or coding to learn? A systematic review. Computers & Education, 128, 365-376. 浏览课程单元讨论1（PRISMA）、讨论2（系统性文献综述）
- Basilotta-Gómez-Pablos, V., Matarranz, M., Casado-Aranda, LA. et al. (2022).Teachers’ digital competencies in higher education: a systematic literature review. International Journal of Educational Technology in Higher Education.19, 8 （使用SciMAT软件进行内容分析，可视化呈现研究主题）
- Sanusi, I.T., Oyelere, S.S., Vartiainen, H. et al. (2022). A systematic review of teaching and learning machine learning in K-12 education. Education and Information Technologies, (对6大数据库的K-12教育中的机器学习教与学研究进行了分析，包括会议论文等）
Leavy, A., Dick, L., Meletiou‐Mavrotheris, M., Paparistodemou, E., & Stylianou, E. (2023). The prevalence and use of emerging technologies in STEAM education: A systematic review of the literature. Journal of Computer Assisted Learning, 12806.
2. 元分析 (meta-analysis)
- Mork, S. Y. & Staub, F.C. (2021). Does coaching, mentoring, and supervision matter for pre-service teachers’ planning skills and clarity of instruction? A meta-analysis of (quasi-)experimental studies，Teaching and Teacher Education,107. 浏览课程单元讨论
- Lai. X. et al. (2021). Collaborative versus individual problem solving in computational thinking through programming: A meta-analysis. British Journal of Educational Technology,
- Sun, L. , Hu, L. , & Zhou, D. . (2021). Which way of design programming activities is more effective to promote k students' computational thinking skills? A meta-analysis. Journal of Computer Assisted Learning,(1).
- Ran, H., Kim,N.J., & Secada, W. G. (2022). A meta‐analysis on the effects of technology's functions and roles on students' mathematics achievement in K‐12 classrooms. Journal of Computer Assisted Learning, 38(1),258-284.
3. 元聚合分析 (meta-aggregation/meta-synthesis)
- 《技术支持下的教师教育》：Philipsen, B. et al . (2019). Improving teacher professional development for online and blended learning: a systematic meta-aggregative review. Educational Technology Research & Development, 67. 浏览课程单元讨论1（概念） 讨论2（具体步骤）
- Arık, M., Topçu, M.S.(2022). Implementation of Engineering Design Process in the K-12 Science Classrooms: Trends and Issues. Research in Science Education, 52,21–43 . （主要研究筛选出的46篇研究文章的工程设计界定、教学方法以及实施步骤，应用描述分析的方法，对质性和量化的研究数据进行分析。2个编码者按照已有框架对46篇文献进行独立编码，并讨论分歧、达成共识。）
- Montuori, C., Filippo, G., Altoé, G., & Arfé, B. (2023). The cognitive effects of computational thinking: A systematic review and meta-analytic study. Computers & Education, 104961. https://doi.org/10.1016/j.compedu.2023.104961 （本研究通过系统综述和元分析探讨了 2006 年至 2022 年间发表的实验研究结果，考察了编码和编程干预对儿童核心和高级执行功能（反应抑制、工作记忆、认知灵活性、计划和解决问题）的影响。本研究旨在解决三个研究问题：1）哪些执行功能受CT教学的影响最大？2） 哪种教学方式（教育机器人/虚拟编程/不插电编程）在提高 4-16 岁学习者的执行功能技能方面最有效？3）编码的认知效果是否随儿童年龄而变化？）