The effects of mobile technology usage on cognitive, affective, and behavioural learning outcomes in primary and secondary education: A systematic review with meta‐analysis.
Background: The impact of mobile technology usage on student learning in various educational stages has been the subject of ongoing empirical and review research. The most recent meta‐analyses on various types of mobile technology use for potential benefits of learning covered the empirical studies...
| Publicado en: | Journal of Computer Assisted Learning Vol. 39; no. 2; pp. 301 - 329 |
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| Autores principales: | , , , |
| Formato: | research systematic review tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Apr2023
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=162203181&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 162203181 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Apr2023 vid: 39 iid: 2 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 162203181 160342689 162203181 162203181 10.1111/jcal.12759 162203181 ppf: 301 ppct: 28 formats: tig: atl: The effects of mobile technology usage on cognitive, affective, and behavioural learning outcomes in primary and secondary education: A systematic review with meta‐analysis. aug: au: Wang, Jingxian Tigelaar, Dineke E. H. Zhou, Tian Admiraal, Wilfried affil: Center for Studies of Education and Psychology of Minorities in Southwest China of Southwest University, Southwest University, Chongqing, China sug: subj: Mobile Applications Education Technology Utilization Cognition Affective Symptoms Behavioral Symptoms Students Psychosocial Factors Learning Methods Outcomes of Education Evaluation Human Systematic Review Meta Analysis Funding Source Descriptive Statistics Teaching Methods Social Class ERIC Database Data Analysis Software Confidence Intervals ab: Background: The impact of mobile technology usage on student learning in various educational stages has been the subject of ongoing empirical and review research. The most recent meta‐analyses on various types of mobile technology use for potential benefits of learning covered the empirical studies up to about nine years ago. Since then, the use of mobile technology in primary and secondary education has increased tremendously, and numerous empirical studies have been conducted on this topic, but their conclusions were inconsistent. Objectives: The purpose of this systematic review is to re‐examine this issue by meta‐analyzing the empirical research studies from the last nine years, with a focus on cognitive, affective, and behavioral learning outcomes in primary and secondary education, and to examine the potential moderators that may have contributed to the heterogeneity across findings. Methods: Based on our inclusion and exclusion criteria, we found 85 studies of 78 peer‐reviewed papers (N = 9157) from electronic databases and major journals in educational technology and mobile learning between 2014 and 2022. We then examined 15 moderators that were expected to affect student learning outcomes. Results and Conclusions: Compared with traditional technology and non‐technology groups, using mobile technology produced medium positive and statistically significant effects on primary and secondary students' learning, in terms of cognitive (g = 0.498, 95% CI [0.382, 0.614]), affective (g = 0.449, 95% CI [0.301, 0.598]) and behavioural (g = 0.339, 95% CI [0.051, 0.627]) learning outcomes. Further moderator analyses revealed that student factors (i.e., community type, students' socioeconomic status), learning process (i.e., hardware used, student‐to‐hardware ratio, teaching method) and study quality (i.e., learning topic/content equivalence, degree of technology use in the control group) were among the variables that moderated the summary effect sizes for at least one learning outcome dimension significantly. The findings and their implications for researchers, policymakers and practitioners are discussed. Lay Description: What is already known about this topic: Mobile learning has become a fast‐growing research field.The benefits of mobile technology usage are related to learning outcomes.The pooled effects of mobile learning have been limited to cognitive learning. What this paper adds: This meta‐analysis focused on mobile learning versus traditional learning.The population was composed of students in primary and secondary education.Mobile technology usage contributed to higher cognitive, affective, and behavioural learning outcomes.Students from low socioeconomic backgrounds and rural areas benefited less from mobile technology interventions. Implications for practice and/or policy: Educational stakeholders need to take actions to adopt and support mobile technology usage in education.Mobile‐learning researchers need to optimize the quality of experimental studies. pubtype: Academic Journal doctype: meta analysis research systematic review tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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