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Understanding the Role of Digital Technology in Multiple Intelligence Education: A Meta-Analysis

Understanding the Role of Digital Technology in Multiple Intelligence Education: A Meta-Analysis
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Author(s): Kevin Greenberg (University of Utah, USA), Robert Z. Zheng (University of Utah, USA) and Isabelle Maloy (University of Utah, USA)
Copyright: 2020
Pages: 28
Source title: Examining Multiple Intelligences and Digital Technologies for Enhanced Learning Opportunities
Source Author(s)/Editor(s): Robert Z. Zheng (University of Utah, USA)
DOI: 10.4018/978-1-7998-0249-5.ch004

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Abstract

The theory of multiple intelligences has been embraced by the education and research communities worldwide. Substantial research has been conducted to understand multiple intelligences and learning. However, studies that examine how various types of technology affect across the board the different types of intelligences in learning is lacking. This chapter reviews the multiple intelligence (MI) theory and how emergent technologies can be used to support MI learning in education using a meta-analysis method. The results reveal that bodily-kinesthetic is most responsive to technology-based intervention compared to other types of intelligences and that immersive and visual images are effective in improving verbal linguistic and bodily-kinesthetic intelligences. Discussion of the findings are made along with their implications in educational practices. Suggestions for future research and practice are made in regard to multiple intelligence and emergent digital technology.

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