App effects on literacy (g = 0.35) and math (g = 0.29) are comparable¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q3 · i1 small
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i1 Mean effects were similar for literacy and math outcomes, and no domain moderator was significant. → 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 · i1 · quant-synthesis · r2

Unconditional RVE meta-regression models estimated effects separately by domain; literacy g = 0.35 and math g = 0.29. The article reports "no differences in the impacts of educational apps that focused on literacy or math."

"similar Hedges’s g of +0.35 in literacy (95% CI [0.13, 0.57]) +0.29 in math (95% CI [0.16, 0.43])"

Discussion¶

Related Claims¶

• Educational apps produce a positive mean effect of about +0.31 standard deviations on preschool to Grade 3 children's literacy and math achievement — related
• Effects of technology-delivered literacy instruction did not significantly differ by outcome domain, though comprehension effects appeared particularly small (g = 0.12) — related
• App quality ratings are not significantly associated with mean effect sizes controlling for assessment type — related
• App effects are larger in studies of preschool children than kindergarten to Grade 3 children — related
• Educational apps produce effects about 0.17 SD higher on constrained than unconstrained skills — related