Contextual variables (educational level, language context, study design, duration, intensity) do not significantly moderate the effects of ICT-supported writing interventions¶
Claim · All claims
Evidence · 1 study · quant-synthesisr2·q3
Currency · newest study 2026 · 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? Separate meta-regressions found no statistically significant omnibus moderation by language context, educational level, research design, duration, or intensity. → López 2026
Evidence¶
López 2026¶
López, P., Fidalgo, R., Álvarez-Moreno, C., Díaz-Tejedor, R., van den Bergh, H., & Rijlaarsdam, G. (2026). Compositional Analysis of Writing Instructional Practices Performed with Digital Tools: A Meta-Analysis. Educational Psychology Review. https://doi.org/10.1007/s10648-026-10153-4
q3 · i? · quant-synthesis · r2
Separate three-level meta-regressions with cluster-robust inference on the 42-study corpus tested each contextual variable; none was significant. Duration and intensity were also non-significant: "Duration, F(1, 33) = 0.508, p = .4810; Intensity, F(1, 22) = 0.254, p = .6195."
"None showed a statistically significant omnibus moderation effect: Language context, F(3, 38) = 0.245, p = .8645; Educational level, F(2, 39) = 2.128, p = .1327; Research design, F(2, 39) = 0.623, p = .5415."
Discussion¶
Learner Variables¶
- Writing Skills — moderator: an instructional effect differs with it
Related Claims¶
- Written presentation of objectives and direct instruction are instructional activities linked to stronger effects of ICT-supported writing interventions — related
- Merrill's instructional design principles and feedback features did not significantly moderate the effects of ICT-supported writing interventions — related
- Dynamic (adaptive) scaffolding is linked to stronger effects of ICT-supported writing interventions — related
- Writing intervention effects for US ELL students do not vary significantly by study quality indicators, participant characteristics, or intervention characteristics — related
- Intervention duration does not significantly predict GenAI writing effect sizes, which the authors attribute to limited temporal diversity in the evidence base — related
- Intervention duration in weeks and study-quality characteristics did not significantly moderate extensive reading effects — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
contextual-variables-no-moderation-ict-writing |
title |
Contextual variables (educational level, language context, study design, duration, intensity) do not significantly moderate the effects of ICT-supported writing interventions |
description |
Contextual variables (educational level, language context, study design, duration, intensity) do not significantly moderate the effects of ICT-supported writing interventions |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2026 |
generated |
by process:wiki-ingest on 2026-10-21 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — lópez-2026 |
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