App quality ratings are not significantly associated with mean effect sizes controlling for assessment type¶
Claim · All claims
Evidence · 1 study · quant-synthesisr2·q3
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? Average app quality pillar score was not a significant moderator of mean effects. → James Kim 2021
Evidence¶
James Kim 2021¶
James Kim, Joshua Gilbert, Qun Yu, Charles Gale. (2021). Measures Matter: A Meta-Analysis of the Effects of Educational Apps on Preschool to Grade 3 Children's Literacy and Math Skills. AERA Open. https://doi.org/10.1177/23328584211004183
q3 · i? · quant-synthesis · r2
RVE meta-regression Model 3 with average pillar score; coefficient 0.213, nonsignificant. Apps in the sample scored highly overall (M = 2.40/3.00), limiting quality variance.
"Model 3 indicated that app qual- ity ratings were not significantly associated with mean effect sizes, controlling for the type of assessment outcome"
Discussion¶
Related Claims¶
- Intervention dosage (duration, frequency, intensity) shows no consistent association with app effect sizes — related
- Educational apps produce effects about 0.17 SD higher on constrained than unconstrained skills — related
- App effects on literacy (g = 0.35) and math (g = 0.29) are comparable — related
- App effects are larger in studies of preschool children than kindergarten to Grade 3 children — related
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