초등학생 대상 앱 인벤터 기반 교육의 효과에 대한 메타분석

Abstract

This study aimed to synthesize effects of App Inventor–based education for elementary school students through a meta-analysis. For data analysis, seven primary studies reporting effects of App Inventor-based education were selected based on criteria. TheComprehensive Meta-Analysis version 3.0 was used for all effect size analyses. The major findings are summarized as follows. First,the overall effect size was 0.555, indicating a medium effect size. Second, the cognitive domain showed a larger effect size 0.463than the affective domain 0.166, suggesting that App Inventor-based education contributes more strongly to students’ cognitivedevelopment. Third, within the cognitive domain, the effect sizes were found in the following order: AI ability 1.568, self-directedlearning 0.846, computational thinking 0.326, problem-solving ability 0.294, and creativity 0.236. Fourth, by student achievementlevel, the effect size was 0.308 for gifted and talented students and 0.464 for general students, indicating that programs tend to yieldstronger effects among general learners. Fifth, regarding gender, the effect size was 0.438 for mixed-gender groups and 0.241 forfemale-only groups, showing that co-educational learning environments may enhance effects of App Inventor-based education.