Quantifying cognitive and affective impacts of Quizlet on learning outcomes: a systematic review and comprehensive meta-analysis
BackgroundThis study synthesizes research on the impact of Quizlet on learners’ vocabulary learning achievement, retention, and attitude. Quizlet’s implementation in language education is posited to enhance the learning experience by facilitating the efficient and engaging assimilation of new lingui...
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2024-03-01
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| Series: | Frontiers in Psychology |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/articles/10.3389/fpsyg.2024.1349835/full |
| _version_ | 1797272580282908672 |
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| author | Osman Özdemir Hümset Seçkin |
| author_facet | Osman Özdemir Hümset Seçkin |
| author_sort | Osman Özdemir |
| collection | DOAJ |
| description | BackgroundThis study synthesizes research on the impact of Quizlet on learners’ vocabulary learning achievement, retention, and attitude. Quizlet’s implementation in language education is posited to enhance the learning experience by facilitating the efficient and engaging assimilation of new linguistic concepts. The study aims to determine the extent to which Quizlet influences vocabulary learning achievement, retention, and attitude.MethodsEmploying a meta-analysis approach, this study investigates the primary research question: “Does Quizlet affect students’ vocabulary learning achievement, learning retention, and attitude?” Data were collected from various databases, identifying 94 studies, of which 23 met the inclusion criteria. The coding reliability was established at 98%, indicating a high degree of agreement among experts. A combination of random and fixed effects models was used to analyze the effect size of Quizlet on each outcome variable.ResultsQuizlet was found to have a statistically significant impact on learners’ vocabulary learning achievement, retention, and attitude. Specifically, it showed moderate effects on vocabulary learning achievement (g = 0.62) and retention (g = 0.74), and a small effect on student attitude (g = 0.37). The adoption of the fixed effects model for attitude was due to homogeneous distribution, while the random effects model was used for achievement and retention because of heterogeneous distribution.ConclusionQuizlet enhances vocabulary learning achievement, retention, and has small positive effect on learner attitude. Its integration into language education curricula is recommended to leverage these benefits. Further research is encouraged to explore the optimization of Quizlet and similar platforms for educational success. |
| first_indexed | 2024-03-07T14:31:23Z |
| format | Article |
| id | doaj.art-cafe2c0b9a44443886c0cbd64237d921 |
| institution | Directory Open Access Journal |
| issn | 1664-1078 |
| language | English |
| last_indexed | 2024-03-07T14:31:23Z |
| publishDate | 2024-03-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj.art-cafe2c0b9a44443886c0cbd64237d9212024-03-06T05:12:41ZengFrontiers Media S.A.Frontiers in Psychology1664-10782024-03-011510.3389/fpsyg.2024.13498351349835Quantifying cognitive and affective impacts of Quizlet on learning outcomes: a systematic review and comprehensive meta-analysisOsman Özdemir0Hümset Seçkin1Foreign Language Education, School of Foreign Languages, Selcuk University, Konya, TürkiyeForeign Language Education, School of Foreign Languages, Akdeniz University, Antalya, TürkiyeBackgroundThis study synthesizes research on the impact of Quizlet on learners’ vocabulary learning achievement, retention, and attitude. Quizlet’s implementation in language education is posited to enhance the learning experience by facilitating the efficient and engaging assimilation of new linguistic concepts. The study aims to determine the extent to which Quizlet influences vocabulary learning achievement, retention, and attitude.MethodsEmploying a meta-analysis approach, this study investigates the primary research question: “Does Quizlet affect students’ vocabulary learning achievement, learning retention, and attitude?” Data were collected from various databases, identifying 94 studies, of which 23 met the inclusion criteria. The coding reliability was established at 98%, indicating a high degree of agreement among experts. A combination of random and fixed effects models was used to analyze the effect size of Quizlet on each outcome variable.ResultsQuizlet was found to have a statistically significant impact on learners’ vocabulary learning achievement, retention, and attitude. Specifically, it showed moderate effects on vocabulary learning achievement (g = 0.62) and retention (g = 0.74), and a small effect on student attitude (g = 0.37). The adoption of the fixed effects model for attitude was due to homogeneous distribution, while the random effects model was used for achievement and retention because of heterogeneous distribution.ConclusionQuizlet enhances vocabulary learning achievement, retention, and has small positive effect on learner attitude. Its integration into language education curricula is recommended to leverage these benefits. Further research is encouraged to explore the optimization of Quizlet and similar platforms for educational success.https://www.frontiersin.org/articles/10.3389/fpsyg.2024.1349835/fullQuizletattituderetentionachievementmeta-analysisvocabulary learning |
| spellingShingle | Osman Özdemir Hümset Seçkin Quantifying cognitive and affective impacts of Quizlet on learning outcomes: a systematic review and comprehensive meta-analysis Frontiers in Psychology Quizlet attitude retention achievement meta-analysis vocabulary learning |
| title | Quantifying cognitive and affective impacts of Quizlet on learning outcomes: a systematic review and comprehensive meta-analysis |
| title_full | Quantifying cognitive and affective impacts of Quizlet on learning outcomes: a systematic review and comprehensive meta-analysis |
| title_fullStr | Quantifying cognitive and affective impacts of Quizlet on learning outcomes: a systematic review and comprehensive meta-analysis |
| title_full_unstemmed | Quantifying cognitive and affective impacts of Quizlet on learning outcomes: a systematic review and comprehensive meta-analysis |
| title_short | Quantifying cognitive and affective impacts of Quizlet on learning outcomes: a systematic review and comprehensive meta-analysis |
| title_sort | quantifying cognitive and affective impacts of quizlet on learning outcomes a systematic review and comprehensive meta analysis |
| topic | Quizlet attitude retention achievement meta-analysis vocabulary learning |
| url | https://www.frontiersin.org/articles/10.3389/fpsyg.2024.1349835/full |
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