Table 1.
Included literature for meta-analysis.
| N | Author/year | Sample size | Journal | Source | Focus |
|---|---|---|---|---|---|
| T/C | |||||
| 1 | Yang (2012) | 54/54 | Computer Assisted Language Learning | Taylor & Francis | Reading progress |
| 2 | Monteiro and Morrison (2014) | 24/42 | Educational Research and Evaluation | Taylor & Francis | Time spent |
| 3 | Mueller et al. (2020) | 24/91 | International Journal of Research & Method in Education | Taylor & Francis | Course grades |
| 4 | Yick et al. (2019) | 49/49 | International Journal of Fashion Design, Technology and Education | Taylor & Francis | Grades in assignment |
| 5 | McCarthy et al. (2020) | 1707/1702 | Journal of Research on Technology in Education | Taylor & Francis | Academic progress |
| 6 | Botts et al. (2018) | 269/100 | PRIMUS | Taylor & Francis | Time spent and problem-solving |
| 7 | Al-Qatawneh et al. (2020) | 47/47 | Education and Information Technologies | Springer | Test scores and attitudes |
| 8 | Bazelais and Doleck (2018) | 27/24 | Education and Information Technologies | Springer | Exam scores and knowledge state |
| 9 | Lopez-Perez et al. (2013) | 598/530 | Educational Technology Research and Development | Springer | Exam scores |
| 10 | Macaruso et al. (2020) | 371/251 | Educational Technology Research and Development | Springer | Reading achievements |
| 11 | Pérez-Marín and Pascual-Nieto (2012) | 64/67 | Journal of Science Education and Technology | Springer | Test scores |
| 12 | Yang et al. (2013) | 83/83 | Computers & Education | Elsevier | Critical thinking, listening, and speaking skills |
| 13 | Baepler et al. (2014) | 218/208 | Computers & Education | Elsevier | Learning outcomes |
| 14 | Cortizo et al. (2010) | 30/30 | Computers & Education | Elsevier | Level of knowledge |
| 15 | Jia et al. (2012) | 47/49 | Computers & Education | Elsevier | English test scores |
| 16 | Liu et al. (2016) | 42/42 | Internet and Higher Education | Elsevier | Oral proficiency |
| 17 | McCutcheon et al. (2018) | 62/60 | International Journal of Nursing Studies | Elsevier | Attitude and motivation |
| 18 | Olitsky and Cosgrove (2014) | 82/236 | International Review of Economics Education | Elsevier | Exam scores |
| 19 | Shorey et al. (2017) | 124/124 | Nurse Education Today | Elsevier | Attitude, satisfaction, communication and self-efficacy |
| 20 | Thai et al. (2017) | 22/22 | Computers & Education | Elsevier | Learning performance, self-efficacy, intrinsic motivation, and perceived flexibility |
| 21 | Yeh et al. (2011) | 40/40 | Computers & Education | Elsevier | Knowledge, skill, and disposition improvement |
| 22 | Yen and Lee (2011) | 5/17 | Computers & Education | Elsevier | Online achievement test comprehension and application |
| 23 | Chang et al. (2014) | 33/32 | IRRODL | EBSCOhost | Achievement test scores, self-assessment-cognition, skill, and attitude |
| 24 | Zhou (2018) | 32/32 | Educational Sciences: Theory & Practice | EBSCOhost | Writing content relevance |
| 25 | Gordon et al. (2005) | 73/73 | Medical Teacher | EBSCOhost | Gain in knowledge |
| 26 | Hill et al. (2017) | 46/46 | Behaviour & Information Technology | EBSCOhost | Final exam scores |
| 27 | Gong et al. (2021) | 100/100 | PeerJ | WOS | Examination scores in medical school/overall satisfaction |
| 28 | Ma et al. (2021) | 55/54 | Advances in Physiology Education | WOS | Attitudes toward healthcare and management/test of HSM knowledge |
| 29 | Wang et al. (2020) | 52/47 | International Journal of Mobile and Blended Learning | WOS | GFB knowledge |
| 30 | Suana et al. (2019) | 30/32 | International Journal of Instruction | WOS | Blended learning tests |