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Abrami, P. C., Lysenko, L., & Borokhovski, E. (2020). The effects of ABRACADABRA on reading outcomes: An updated meta-analysis and landscape review of applied field research. Journal of Computer Assisted Learning, 36(3), 260–279. https://doi.org/10.1111/jcal.12417

Ahn, S., Ames, A. J., & Myers, N. D. (2012). A Review of Meta-Analyses in Education: Methodological Strengths and Weaknesses. Review of Educational Research, 82(4), 436–476. https://doi.org/10.3102/0034654312458162

Alison, C. (2023). Guidance note on using implementation research in education. https://www.edu-links.org/sites/default/files/media/file/Guidance_Note_on_Using_Implementation_Research_in_Education.pdf

Archer, K., Savage, R., Sanghera-Sidhu, S., Wood, E., Gottardo, A., & Chen, V. (2014). Examining the effectiveness of technology use in classrooms: A tertiary meta-analysis. Computers & Education, 78, 140–149. https://doi.org/10.1016/j.compedu.2014.06.001

Barzelay, M. (2007). Learning from Second-Hand Experience: Methodology for Extrapolation-Oriented Case Research. Governance, 20(3), 521–543. https://doi.org/10.1111/j.1468-0491.2007.00369.x

Bates, M. A., & Glennerster, R. (2017). The Generalizability Puzzle. Stanford Social Innovation Review. https://ssir.org/articles/entry/the_generalizability_puzzle

Belland, B. R. (2017). Instructional Scaffolding: Foundations and Evolving Definition. In B. R. Belland (Ed.), Instructional Scaffolding in STEM Education: Strategies and Efficacy Evidence (pp. 17–53). Springer International Publishing. https://doi.org/10.1007/978-3-319-02565-0_2

Belland, B. R., Walker, A. E., & Kim, N. J. (2017). A Bayesian Network Meta-Analysis to Synthesize the Influence of Contexts of Scaffolding Use on Cognitive Outcomes in STEM Education. Review of Educational Research, 87(6), 1042–1081. https://doi.org/10.3102/0034654317723009

Bender, R., Friede, T., Koch, A., Kuss, O., Schlattmann, P., Schwarzer, G., & Skipka, G. (2018). Methods for evidence synthesis in the case of very few studies. Research Synthesis Methods, 9(3), 382–392. https://doi.org/10.1002/jrsm.1297

Blei, D. M., & Lafferty, J. D. (2009). Topic models. In Text mining (pp. 101–124). Chapman and Hall/CRC. https://www.taylorfrancis.com/chapters/edit/10.1201/9781420059458-12/topic-models-david-blei-john-la%EF%AC%80erty

Blei, D. M., & Lafferty, J. D. (2009). Visualizing Topics with Multi-Word Expressions (arXiv:0907.1013). arXiv. http://arxiv.org/abs/0907.1013

Bold, T., Kimenyi, M., Mwabu, G., Ng’ang’a, A., & Sandefur, J. (2018). Experimental evidence on scaling up education reforms in Kenya. Journal of Public Economics, 168, 1–20. https://doi.org/10.1016/j.jpubeco.2018.08.007

Bond, M. (2020). Schools and Emergency Remote Education during the COVID-19 Pandemic: A Living Rapid Systematic Review. Asian Journal of Distance Education, 15(2), 191–247. https://eric.ed.gov/?id=EJ1285336

Bond, M., Buntins, K., Bedenlier, S., Zawacki-Richter, O., & Kerres, M. (2020). Mapping research in student engagement and educational technology in higher education: a systematic evidence map. International Journal of Educational Technology in Higher Education, 17(1), 2. https://doi.org/10.1186/s41239-019-0176-8

Burns, R. D., Fu, Y., & Podlog, L. W. (2017). School-based physical activity interventions and physical activity enjoyment: A meta-analysis. Preventive Medicine, 103, 84–90. https://doi.org/10.1016/j.ypmed.2017.08.011

Castro, F. G., Barrera, M., & Holleran Steiker, L. K. (2010). Issues and Challenges in the Design of Culturally Adapted Evidence-Based Interventions. Annual Review of Clinical Psychology, 6, 213–239. https://doi.org/10.1146/annurev-clinpsy-033109-132032

Chen, M.-H., Tseng, W.-T., & Hsiao, T.-Y. (2018). The Effectiveness of Digital Game-Based Vocabulary Learning: A Framework-Based View of Meta-Analysis. British Journal of Educational Technology, 49(1), 69–77. https://doi.org/10.1111/bjet.12526

Cheung, A. C. K., & Slavin, R. E. (2013). The effectiveness of educational technology applications for enhancing mathematics achievement in K-12 classrooms: A meta-analysis. Educational Research Review, 9, 88–113. https://doi.org/10.1016/j.edurev.2013.01.001

Clark, D. B., Tanner-Smith, E. E., & Killingsworth, S. S. (2016). Digital Games, Design, and Learning: A Systematic Review and Meta-Analysis. Review of Educational Research, 86(1), 79–122. https://doi.org/10.3102/0034654315582065

CooperGibson Research. (2022). Implementation of education technology in schools and colleges. Department for Education.

Creswell, J., & Plano Clark, V. (2018). Designing and Conducting Mixed Methods Research (3rd Edition). SAGE.

D’Angelo, C., Rutstein, D., Harris, C., Haertel, G., Bernard, R., & Borokhovski, E. (2014). Simulations for STEM Learning: Systematic Review and Meta-Analysis. SRI Education. https://www.sri.com/wp-content/uploads/2021/12/simulations-for-stem-learning-brief.pdf

Education Endowment Foundation, & Durham University. (2022). EEF Evidence Database Coding Guide – Main Data Extraction (Version 3). https://d2tic4wvo1iusb.cloudfront.net/production/documents/toolkit/MDE_CodingGuide_V3_March2022-1.pdf

EPPI Centre. (2003). Core Keywording Strategy. https://eppi.ioe.ac.uk/CMS/Portals/0/PDF%20reviews%20and%20summaries/EPPI_Keyword_strategy.pdf

Evans, D. K., & Popova, A. (2016). What Really Works to Improve Learning in Developing Countries? An Analysis of Divergent Findings in Systematic Reviews. The World Bank Research Observer, 31(2), 242–270. https://doi.org/10.1093/wbro/lkw004

Freeman, S., & Sutton, A. (2020, July). Identifying publication bias in meta-analyses of continuous outcomes. Cochrane Training. https://training.cochrane.org/resource/identifying-publication-bias-meta-analyses-continuous-outcomes

Gerard, L., Matuk, C., McElhaney, K., & Linn, M. C. (2015). Automated, adaptive guidance for K-12 education. Educational Research Review, 15, 41–58. https://doi.org/10.1016/j.edurev.2015.04.001

Glewwe, P., & Muralidharan, K. (2016). Chapter 10 - Improving Education Outcomes in Developing Countries: Evidence, Knowledge Gaps, and Policy Implications. In E. A. Hanushek, S. Machin, & L. Woessmann (Eds.), Handbook of the Economics of Education (Vol. 5, pp. 653–743). Elsevier. https://doi.org/10.1016/B978-0-444-63459-7.00010-5

Hariton, E., & Locascio, J. J. (2018). Randomised controlled trials – the gold standard for effectiveness research. International Journal of Obstetrics & Gynaecology, 125(13), 1716–1716. https://doi.org/10.1111/1471-0528.15199

Harn, B., Parisi, D., & Stoolmiller, M. (2013). Balancing Fidelity with Flexibility and Fit: What Do We Really Know about Fidelity of Implementation in Schools? Exceptional Children, 79(3), 181–193. https://doi.org/10.1177/001440291307900204

Haßler, B. (2021). A mixed-methods evidence assessment for emergent fields of knowledge (Working Paper No. 24). EdTech Hub. https://doi.org/10.53832/edtechhub.0003

Haßler, B., Adam, T., Allier-Gagneur, Z., Blower, T., Brugha, M., Damani, K., Hennessy, S., Hollow, D., Jordan, K., Martin, K., Megha-Bongnkar, G., Murphy, M., & Walker, H. (2021). Methodology for literature reviews (Working Paper No. 10). EdTech Hub. https://doi.org/10.5281/zenodo.4557508

Haßler, B., El-Serafy, Y., Khalayleh, A., & McBurnie, C. (2021). Syṡtemic Mixed-Methods Research — a conceptual framework for scalable EdTech research. EdTech Hub. https://doi.org/10.53832/edtechhub.0001

Haßler, B., Haseloff, G., Adam, T., Akoojee, S., Allier-Gagneur, Z., Ayika, S., Bahloul, K., Kigwilu, P. C., Costa, D. D., Damani, K., Gordon, R., Idris, A., Iseje, F., Jjuuko, R., Kagambèga, A., Khalayleh, A., Konayuma, G., Kunwufine, D., Langat, K., … Winkler, E. (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape (1st ed.). VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.4288831

Haßler, B., McBurnie, C., Walker, H., & Klune, C. (2024). Keyword Inventory for Systematic Literature Review: Understanding Quality Characteristics of EdTech Interventions and Implementation for Disadvantaged Pupils [Other]. Open Development & Education. https://doi.org/10.53832/opendeved.1075

Hedges, L. V., & Olkin, I. (2014). Statistical Methods for Meta-Analysis. Academic Press.

Deeks, J., Higgins, J., & Altman, D. (Eds.). (2023). Chapter 10: Analysing data and undertaking meta-analyses. In J. Higgins & J. Thomas, Cochrane Handbook for Systematic Reviews of Interventions (6.4). Cochrane Training. https://training.cochrane.org/handbook/current

Higgins, J., & Thomas, J. (2023). Cochrane Handbook for Systematic Reviews of Interventions (6.4). Cochrane Training. https://training.cochrane.org/handbook/current

Higgins, S., Xiao, Z., & Katsipataki, M. (2012). The Impact of Digital Technology on Learning: A Summary for the Education Endowment Foundation. Full Report. Education Endowment Foundation. https://eric.ed.gov/?id=ED612174

IntHout, J., Ioannidis, J. P., & Borm, G. F. (2014). The Hartung-Knapp-Sidik-Jonkman method for random effects meta-analysis is straightforward and considerably outperforms the standard DerSimonian-Laird method. BMC Medical Research Methodology, 14(1), 25. https://doi.org/10.1186/1471-2288-14-25

Karboul, A. (2020, December 4). COVID-19 put 1.6 billion children out of school. Here’s how to upgrade education post-pandemic. World Economic Forum. https://www.weforum.org/agenda/2020/12/covid19-education-innovation-outcomes/

Kerwin, J. T., & Thornton, R. L. (2021). Making the Grade: The Sensitivity of Education Program Effectiveness to Input Choices and Outcome Measures. The Review of Economics and Statistics, 103(2), 251–264. https://doi.org/10.1162/rest_a_00911

Kulik, J. A., & Fletcher, J. D. (2016). Effectiveness of Intelligent Tutoring Systems: A Meta-Analytic Review. Review of Educational Research, 86(1), 42–78. https://doi.org/10.3102/0034654315581420

Kunkel, A. (2015). The Effects of Computer-Assisted Instruction in Reading: A Meta-Analysis [University of Minnesota]. http://conservancy.umn.edu/handle/11299/175221

Leviton, L. C. (2017). Generalizing about Public Health Interventions: A Mixed-Methods Approach to External Validity. Annual Review of Public Health, 38(1), 371–391. https://doi.org/10.1146/annurev-publhealth-031816-044509

Lewin, C., Smith, A., Morris, S., & Craig, E. (2019). Using Digital Technology to Improve Learning: Evidence Review. Education Endowment Foundation. https://d2tic4wvo1iusb.cloudfront.net/production/documents/guidance/Using_Digital_Technology_to_Improve_learning_Evidence_Review.pdf?v=1698320282

Lin, H. (2014). Establishing an Empirical Link between Computer-Mediated Communication (CMC) and SLA: A Meta-Analysis of the Research. Language Learning & Technology, 18(3), 120–147.

Ludwig, J., Kling, J. R., & Mullainathan, S. (2011). Mechanism Experiments and Policy Evaluations. Journal of Economic Perspectives, 25(3), 17–38. https://doi.org/10.1257/jep.25.3.17

Major, L., Francis, G. A., & Tsapali, M. (2021). The effectiveness of technology-supported personalised learning in low- and middle-income countries: A meta-analysis. British Journal of Educational Technology, 52(5), 1935–1964. https://doi.org/10.1111/bjet.13116

Mbiti, I., Muralidharan, K., Romero, M., Schipper, Y., Manda, C., & Rajani, R. (2019). Inputs, Incentives, and Complementarities in Education: Experimental Evidence from Tanzania*. The Quarterly Journal of Economics, 134(3), 1627–1673. https://doi.org/10.1093/qje/qjz010